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Liverpool John Moores University
The Academic Framework Regulations
2012-13
The regulations apply to all taught LJMU programmes that lead to a
validated award, wherever delivered. Any exceptions to the regulations
must comply with sections A1.5-A1.8.
The Academic Framework regulations should be read in conjunction with the
Academic Framework’s Methods of Practice
http://www.ljmu.ac.uk/Academic_Enhancement/122164.htm
For further information please contact Pat Eastwood, Academic
Enhancement Unit, email p.eastwood@ljmu.ac.uk ext 8676, Wayne
Turnbull, Planning and Information, email w.turnbull@ljmu.ac.uk ext 5721
or Clare Milsom, Academic Enhancement Unit, email
c.v.milsom@ljmu.ac.uk, ext 8774.
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Where ‘Director’ appears in the text this means a Director in a Faculty, Director of Section A Structural Regulations
School or an equivalent post holder or his/her nominated Deputy who will be
responsible for ensuring the Faculty’s compliance with the regulations. Where
programmes and/or modules are “owned” by Schools rather than Faculties A1 Introduction
references in these regulations to “Faculty” should be read as “School”. ‘Programme
Leader’ is equivalent to ‘Programme Manager’. Students must have access to the A1.1 The purpose of the Academic Framework is to ensure equity of
Academic Framework regulations and it is their responsibility to be aware of, and treatment for students. This is achieved by ensuring that academic
abide by, the Academic Framework. The Academic Framework regulations should judgement operates in clearly defined parameters and that student-
be read in conjunction with the Academic Framework’s Methods of Practice. facing processes are transparent.
Contents A1.2 The University operates a credit based Academic Framework applicable
to all taught LJMU programmes that lead to a validated award,
Section A Structural Regulations wherever delivered, subject to the proviso outlined in A1.5. Academic
Board, or its delegated authority, approves all programmes of study and
A1 Introduction modules, including any subsequent amendments.
A2 Credit
A3 Modules A1.3 The University reserves the right to amend any programme of study, or
A4 Programmes module, or to withdraw any module, or programme at any time. Where
an amendment to a programme and/or module has an effect on
Section B Award Regulations currently registered students, those students are formally notified of the
change.
B1 Introduction
B2 Undergraduate Awards A1.4 Award programmes establish a clear link between student input, in
B3 Taught Postgraduate Awards terms of learning activity, and student achievement, in terms of learning
B4 Other Awards outcomes. Thus, learning activity is defined as the amount of time
needed for a student to achieve the defined learning outcomes for a
Section C Assessment Regulations module. To be eligible for a named award students must satisfy the
credit requirements for that award (see B2-B4).
C1 Introduction
C2 Marking and Moderation A1.5 Subject to A1.7 all programmes leading to LJMU Awards are expected to
C3 External Examiners operate within the Academic Framework. Exceptionally, where a LJMU
C4 Illness, Absence and Extenuating Circumstances award or programme is unable to operate within the Academic
C5 Academic Misconduct Framework, the programme team, prior to validation / programme
C6 Assessment Boards review, may apply to the Academic Planning Panel to permit the
C7 Student Progression programme to operate outside the Framework.
C8 Award Classification and Grading
C9 Academic Appeals and Academic Misconduct Appeals
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A1.6 The Academic Planning Panel will consider such applications only where A2 Credit
a professional body’s regulatory framework necessitates the design
and/or operation of the programme to lie outside the Academic A2.1 One credit equates to ten notional hours of learning. The standard
Framework. In these circumstances the professional body’s regulations academic year for a full time student studying an undergraduate
take precedence. programme equates to 120 credits and 1200 notional hours of learning.
The standard academic year for a full time student studying a
A1.7 A programme operating within the Framework may be unable to comply postgraduate programme equates to 180 credits and 1800 notional
with all the requirements of the Framework. In these circumstances the hours of learning.
programme team may apply to the Academic Planning Panel for a
programme variance which will be considered against agreed criteria A2.2 The normal maximum amount of credit from prior learning / credit
that the variance is a nationally published condition of an accrediting / transfer that may count toward an undergraduate award is 75%. Any
professional body, without which the programme could not be additional limitation on the amount of credit which may be derived from
accredited. prior learning must be explicitly stated in the documentation for
validation and/or review. There are four exceptions to this rule:
A1.8 Applications for variance must be submitted before validation and
resubmitted at the time of the programme’s review if the programme (i) where a student has obtained a DipHE or equivalent and wishes to
team wish to continue to operate a variance that has been agreed at obtain a Degree in a cognate area, a minimum of 60 additional
validation. In the event of an unsatisfactory outcome to the variance credits must be gained from modules at the appropriate level
application the programme team may request a reconsideration of the within LJMU’s Academic Framework to achieve an unclassified
decision by the University Academic Standards and Enhancement Panel. Degree (i.e. a maximum of 80% from AP(E)L);
(ii) where a non-LJMU student has obtained an ordinary Degree and
A1.9 Modification to the Academic Framework regulations requires the wishes to obtain a Degree with Honours, a minimum of 60
approval of the Academic Board. Programme rules are an additional additional credits must be gained from modules at the appropriate
requirement of the University’s Academic Framework regulations. level (B1.1)within LJMU’s Academic Framework (i.e. a maximum of
Programme rules are detailed in the programme specification and 83.3% from AP(E)L );
include requirements for admission, progression and award. Any minor (iii) a LJMU student registering on an honours ‘top up’ programme in
changes in the approved rules for a programme must be approved by the the same subject area must register for the necessary amount of
appropriate Faculty Academic Standards and Enhancement Panel. credit needed to achieve the full complement of credits required
for the award of an honours degree. Thus, for example, a LJMU
A1.10 When changes are introduced, the timing of their introduction should be student who has already gained 336 credits need register for a
made clear in the documentation. All such changes must be further 24 credits only to gain an Honours Degree in the same
communicated to the students, well in advance of implementation. subject area (i.e. in this example a maximum of 94.33% from
AP(E)L);
A1.11 All programmes must be taught and assessed in English. Exceptions to (iv) where an LJMU target award contains learning that is identical to
this must be approved by the Academic Planning Panel. learning offered within smaller LJMU awards, a student who has
accumulated credit for this learning from smaller awards must
enrol for at least one module on their new target award, thereby
potentially breaching the standard 75% AP(E)L threshold.
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A2.3.1 The regulations for the amount of credit from prior learning / credit can be counted as certificated prior learning for the PD, provided the
transfer that may count toward the various postgraduate awards learning was appropriate to the objectives of the Doctoral Phase. Credit
distinguish between the type of prior learning and the size of the award. from prior experiential learning may not contribute towards the
Doctoral Phase of the PD.
A2.3.2 Postgraduate Diploma and smaller awards: up to 75% of the credit may
be contributed by certificated prior learning. Where the learning is A2.4.2 In addition, up to 30 credits from certificated prior learning at Level 8
uncertificated, no more than half of the amount allowed for certificated can be counted towards the learning within Stage 1 (usually from
learning may contribute toward these awards. supervised prior learning in investigative techniques).
A2.3.3 Masters Awards: up to two thirds of the credit may be contributed by A2.4.3 Exceptionally, learning achieved under supervision elsewhere may be
certificated prior learning. Where the learning is uncertificated, no transferred into the projects within Stage 2 of the Doctoral Phase of the
more than half of the amount allowed for certificated learning may LJMU PD and the outcomes of such prior learning presented as part of
contribute toward these awards. Credit for either type of prior learning the evidence for assessment.
may not contribute toward the Masters stage of the award.
A2.4.4 The amount of such ‘learning transfer’ is at the discretion of the Faculty
A2.3.4 The maximum amount of postgraduate credit that may be incorporated Programme Approval grouping, and must not mask the focus on
in a programme of study from prior learning is: achieving Level 8 learning at LJMU. Credit from any type of prior
Target Award Certificated Prior Learning Uncertificated (Experiential) learning cannot contribute towards Stage 3 of the Doctoral Phase of the
Prior Learning PD.
Masters 120c 60c
PG Diploma 90c 45c A3 Modules
PG Certificate 45c 20c
A3.1 The module pro-forma is the validated source of information about the
A2.3.5 Credit totals are not cumulative and the totals for certificated learning module. It includes the level, credit rating, aims, learning outcomes, the
are the maximum prior learning credit totals available, e.g. Masters assessment components and weightings, learning activities and outline
students may claim up to 120 credits, not 120 credits plus 60 credits. syllabus.
Credit from prior learning may not be used to replace the credit gained
from successfully completing the 60 credit final stage of a Masters A3.2 Each module must be ascribed to a particular level . However, it is
programme nor toward stage 3 of the Doctoral phase of the possible that the same curriculum content could be offered in modules
Professional Doctorate. Regardless of prior learning achieved with differing levels provided that the learning outcomes and
elsewhere, all students undertaking postgraduate award programmes at assessment criteria relate to the defined levels of the modules.
LJMU must undertake new learning within the Masters stage of the
award.
A3.3 In undergraduate programmes of 240 credits or more the standard
A2.4.1 For students starting their Professional Doctorates (PD) with Graduate undergraduate module size is 24 credits. Modules may also comprise 36,
entry both prior learning that is certificated (APL) and prior learning that 48 and 60 credits and 12 credits where balanced by a 36 credit module.
is experiential (APEL) may be claimed. For students entering the PD Only one 12 credit module is permitted at each level. However, where
programme with Masters entry, up to the whole of the Masters award an undergraduate programme comprises two subject disciplines and the
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home schools for the two subject disciplines are based in separate Section B Award Regulations
geographic locations then two 12 credit modules can be permitted to
accommodate an equal division of provision, (60 credits for each subject) B1 Introduction
across the different resource bases.
B1.1 All awards offered by LJMU should be consistent and comparable in
A3.4 Postgraduate modules are normally in multiples of 10 with a maximum standards with awards granted and conferred throughout Higher
module size of 60 credits. With the exception of the Masters in Education in the U.K [FHEQ /LJMU mapping table
Teaching and Learning (see B3.6), the final stage of the taught Masters http://www.ljmu.ac.uk/Quality/120020.htm]. All the University’s
award structure will consist entirely of a single Masters Module worth awards adhere to the criteria and qualification descriptors of the
60 credits. The Masters Module is a core module in a Masters Framework for Higher Education qualifications for England, Wales and
programme and enables the student to carry out an in-depth advanced Northern Ireland (2008).
study, largely independent of tutor support. All details of assessment
requirements and procedures must be specified in the programme B1.2 The Framework for Higher Education qualifications is designed to meet
documentation. the expectations of the Bologna Declaration and thus aligns with The
Framework for Qualifications of the European Higher Education Area
A4 Programmes (FQ-EHEA).
A4.1 The programme title must be clear, unambiguous and accurately B1.3 The European Credit Transfer and Accumulation System (ECTS) is based
represent the nature and field(s) of study undertaken. Every validated on the principle that 60 ECTS credits are equivalent to the learning
University award must have a programme specification. A programme outcomes and associated workload of a typical full-time academic year
specification is a concise description of the intended learning outcomes of formal learning. Two LJMU credits are equivalent to one ECTS credit.
of a programme and how these outcomes can be achieved and
demonstrated. Programme and module rules must align with these B1.4 Proposals for new awards, within the Academic Framework, e.g., MSoc
University Academic Framework regulations, except and unless (Master of Sociology) or MMid (Master of Midwifery), are considered by
Academic Board, or its delegated authority, has agreed to a variance the Academic Planning Panel on behalf of Academic Board.
(see A1.7).
B1.5 Proposals for new programmes are proposed by each Faculty
A4.2 In undergraduate programmes of 240 credits or more all Level 4 Management Team and considered by the Academic Planning Panel on
modules are designated as core. These programmes must include a behalf of Academic Board. New proposals will be considered in the
minimum of 12 core credits (pro rata) of Work Related Learning, context of the University’s academic plan, the number of students to be
opportunities for the assessment of LJMU’s Graduate Skills and World recruited, the range of the University’s existing programmes, their
of Work self-awareness assessment embedded at level 4. relationship to each other and to the awards of other bodies. It is only
possible to award a qualification as an alternative exit award when the
award has been validated as part of the programme’s list of exit awards.
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B2 Undergraduate Awards Diploma may be offered where a student is unable to achieve an initial
target award.
B2.1 Bachelor Degrees with Honours are classified (see C8). All other
undergraduate qualifications are graded. B2.6 Foundation Degree
240 credits, 120 at Level 4 and 120 at Level 5.
B2.2 Bachelor Degree with Honours Where such programmes are delivered within LJMU, they must
360 credits: 120 at Level 4, 120 at Level 5, 120 at Level 6. Where such comprise a clearly definable core work-related learning element (see
programmes are delivered within LJMU, they must comprise a clearly A4.2). Awards associated with Foundation Degrees: The Foundation
definable core work-related learning element (see A4.2). Sandwich Degree in Arts (FDA); the Foundation Degree in Engineering (FDEng); the
honours degrees require, in addition, satisfactory completion of a Foundation Degree in Science (FDSc). A Foundation Degree must have
sandwich placement and/or a certificate of professional training and an identified progression route onto at least one named honours degree
practice-based honours degrees may require satisfactory completion of programme.
additional learning for which credit is not awarded.
B2.7 Diploma of Higher Education (DipHE)
B2.3 Bachelor Degree 240 credits, 120 at Level 4 and 120 at Level 5.
300 credits: 120 credits at Level 4, 180 at Levels 5 and 6, of which at Where programmes are validated with an initial target award of
least 60 must be at Level 6. Where programmes are validated with an Diploma of Higher Education for delivery within LJMU, they must
initial target award of Bachelor’s Degree for delivery within LJMU, they comprise a clearly definable core work-related learning element (see
must comprise a clearly definable core work-related learning element A4.2).
(see A4.2). Sandwich degrees require, in addition, satisfactory
completion of a sandwich placement and/or a certificate of professional B2.8 Higher National Diploma (HND)
training and practice-based degrees may require satisfactory completion A minimum of 240 credits from Levels 3, 4, 5 and 6. A maximum of 24
of additional learning for which credit is not awarded. credits may be from Level 3; a minimum of 96 credits must be at Level 5
and a maximum of 24 credits may be at Level 6.
B2.4 Awards Associated with Bachelor Degrees The HND is a titled award, the general criteria of which are determined
Bachelor of Arts with Honours, BA (Hons), Bachelor of Arts, BA by EdExcel. The award is vocational in nature, with an emphasis upon
Bachelor of Design with Honours, BDes (Hons), Bachelor of Design, BDes, skills development. Where such programmes are delivered within LJMU,
Bachelor of Education with Honours, BEd (Hons), Bachelor of Education, they must comprise a clearly definable core work-related learning
BEd Bachelor of Engineering with Honours, BEng (Hons), Bachelor of element) (see A4.2).
Engineering, BEng, Bachelor of Laws with Honours, LLB (Hons), Bachelor
of Laws, LLB, Bachelor of Science with Honours, BSc (Hons), Bachelor of B2.9 Higher National Certificate (HNC)
Science, BSc 120 credits -180 credits, of which a minimum of 96 credits must be at
Level 4; the remaining credits may be taken at Levels 3, 4 or 5.
B2.5 Advanced Diploma (AdvDip) The HNC is a titled award, the general criteria of which are determined
240 credits including credit from each of Levels 4, 5 and 6. Where by EdExcel. The award is vocational in nature, with an emphasis upon
programmes are validated with an initial target award of Advanced skills development.
Diploma for delivery within LJMU, they must comprise a clearly
definable core work-related learning element (see A4.2). The Advanced
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B2.10 Advanced Certificate / Graduate Diploma B3 Taught Postgraduate Awards
120 credits from Levels 4, 5 or 6 but with no more than 108 at Level 4.
The Graduate Diploma is at Level 6 only. B3.1 Incorporation of Undergraduate Modules into Postgraduate
Where such a programme of study is undertaken by a graduate, this Programmes: New undergraduate learning at Levels 4, 5 and 6 may be
may lead to the award of Graduate Diploma. incorporated into postgraduate programmes as modified undergraduate
Where students are considered to have graduated from a sub-degree modules where the learning outcomes, assessment and delivery of the
programme leading to professional registration, such as a DipHE in module are enhanced to bring them to postgraduate level. Successful
Nursing, it is possible for such students to be registered upon a learning on such modified modules will earn Level 7 credits. The
Graduate Diploma programme. amended modules would require the approval of the relevant Faculty
Academic Standards and Enhancement Panel.
B2.11 Certificate of Higher Education (CertHE)
120 credits at Level 4. B3.2 Professional Doctorates
540 credits, 180 credits at Level 7 and 360 credits at Level 8.
B2.12 Certificate
72 - 96 credits at Levels 4, 5 or 6. B3.3 Awards Associated with Professional Doctorates
Doctor of Biomedical Science (DBiomedSci)
B2.13 Certificate of Academic Development (CAD) Doctor of Business Administration (DBA)
Minimum of 12 credits to a maximum of 48 credits at Levels 4 or 5. Doctor of Consumer Sciences (DConsumSci)
The award is untitled and is designed to enable people to sample higher Doctor of Education (EdD)
education. Doctor of Health Sciences (DHeaSci)
Doctor of Midwifery (DMidw)
B2.14 Combined Studies Awards Doctor of Nursing (DNurs)
Titled generic awards of ‘Combined Studies in x’ or ‘x and Combined Doctor of Pharmacy (DPharm)
Studies’ may be separately validated but are not normally an initial Doctor of Physical Education (DPhysEd)
award. Such awards are regarded as alternative exits / progression Doctor of Public Health (DPH)
routes for students unable to accumulate specific credits for their target Doctor of Social Work (DSW)
award. Exceptionally, students from other HEIs may register on such an
award when admitted with credit achieved from prior learning. B3.4 Master of Architecture (MArch)
240 credits at Level 7. The MArch is graded.
B2.15 Untitled Combined Studies Awards
A Combined Studies award is awarded when sufficient credits, at B3.5 Taught Master’s Degrees, excluding the Masters of Architecture
appropriate levels, have been gained for the award of Degree with 180 credits at Level 7. Taught Masters Awards are graded.
Honours, Degree, Advanced Diploma, DipHE, Advanced Certificate,
CertHE or Certificate, where the distribution of credits from the various B3.6 Awards Associated with Taught Masters Programmes
subject areas does not conform to any titled award. Master of Arts (MA)
Master of Business Administration (MBA)
Master of Business Studies (MBS)
Master of Education (MEd)
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Master of Laws (LLM) B4.1 Foundation Certificate
Master of Public Administration (MPA) 120 credits at Level 3.
Master of Research (MRes)
Master of Science (MSc) B4.2 Certificate of Professional Development (CPD) / Graduate Certificate
Master in Teaching and Learning (MTL) 4 to 60 credits, at Levels 4, 5, 6 and/or 7 (the Graduate Certificate is at
Level(s) 6 and/or 7 only).
B3.7 Integrated Masters Degrees The award is a titled award, reserved for validated programmes of study
480 credits: 120 at each of Levels 4, 5, 6 and 7. Sandwich Integrated related to professional areas. Where such a programme of study
Masters Degrees require, in addition, satisfactory completion of a comprises 60 credits (drawn from Levels 6 and/or 7) and is undertaken
sandwich placement and/or a certificate of professional training. by a graduate, this may lead to the award of a Graduate Certificate.
Integrated Masters Degrees may be classified or graded. Where students are considered to have graduated from a sub-degree
The integrated Masters degrees extend the depth and breadth of programme leading to professional registration, such as a DipHE in
honours degree programmes. Nursing, it is possible for such students to be registered upon a
Graduate Certificate programme.
B3.8 Awards Associated with the Integrated Masters Degrees
Master of Chemistry (MChem)
Master of Engineering (MEng)
Master of Nursing (MNurse)
Master of Pharmacy (MPharm)
Master of Physics (MPhys)
B3.9 Postgraduate Diploma (PGDip)
120 credits at Level 7. Postgraduate Diplomas and Certificates are
graded.
Postgraduate Diploma of Research PGDip (Res)
120 credits at Level 7.
B3.10 Postgraduate Certificate (PGCert)
60 credits at Level 7.
Postgraduate Certificate of Research PGCert (Res)
60 credits at Level 7.
B4 Other Awards
These awards are graded (See C8.6.1).
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Section C Assessment Regulations University. The Director has responsibility for ensuring that the processes
of marking and moderation operate in accordance with the University
C1 Introduction regulations. Anonymised marking must be used for all written
examinations and coursework, where applicable, according to the
C1.1 These regulations apply only to summative assessments conducted for University’s policy.
the purposes of awarding credit or of the right to progress, or of
determining a final award. The purpose of summative assessment is to C2.2 Tutors who have a personal interest in, or relationship with a student
enable students to demonstrate that they have achieved the learning being assessed, must declare an interest to the Chair of the Assessment
outcomes of the modules. Board and ensure that, wherever possible, other members of the team
mark and moderate the relevant work. Where the assessment
C1.2 These regulations apply to assessment on all programmes within the contributes to the final award it must be moderated by the External
University’s Academic Framework, wherever delivered. All rules for Examiner.
programmes leading to an award must be consistent with the Academic
Framework except where a programme has been allowed to operate C2.3 Coursework, which is submitted late (except where there is an agreed
outside the Framework or has been granted a variance by the Academic extension) will be given a mark of 0%.
Planning Panel (see A1.7). Assessment information must be described in
the definitive programme specification and in the Module Handbook(s). C2.4 Credit is awarded for those modules in which a pass has been achieved.
The pass mark for modules is 40% or a ‘Pass’ grade; however, where
C1.3 The summative assessment tasks for an individual module must be: ‘competency thresholds’ are included, ‘fitness to practise’ must be
(i) aligned with the module learning outcomes; demonstrated for credit to be released (see C2.5). Additionally, credits
(ii) specified on the module proforma. may be awarded by compensation (see C7.7) or by the Accreditation of
Prior (Experiential) Learning (see A2.2).
C1.4 Every learning outcome must be assessed summatively. Normally there
must be no more than three summative assessment tasks per 24 credit C2.5 ‘Fitness to practise’ thresholds in modules require the demonstration of
module. competency in professional practice to be satisfied before credit may be
released. Such modules are only permitted where the demonstration of
C1.5 All programmes must have a feedback strategy in accordance with competency in these modules is required as a condition of professional
Academic Board policy which explains the purpose of feedback accreditation of the award. This requirement will be evidenced by a
(diagnostic, formative and summative) and how and when feedback will written statement from the professional institute or equivalent body.
be provided. Documentation for students must specify how and when
students will receive feedback, including feedback on examinations.
C3 External Examiners
C2 Marking and Moderation C3.1 An External Examiner appointment is required for all or part of each
programme of study which leads to a University award. Faculty Academic
C2.1 There must be marking and moderation procedures at all Levels, Standards and Enhancement Panels will nominate and recommend
consistent with the Academic Framework’s Methods of Practice. All External Examiner(s) for appointment by the Academic Board and seek
members of the teaching staff of the University are examiners of the
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the prior approval of the appointment by the appropriate external that jeopardises either the fair treatment of individual students or the
awarding body where this is required. standard of the University's awards.
C3.2 External Examiners must be associated with all summative assessments C4 Illness, Absence and Extenuating Circumstances
and module results that contribute to the final level of any target
award. The programme rules describe where it is essential for External C4.1 Students with long term illness or disability who require ongoing support
Examiners to be associated with other assessments. External Examiners should contact Student Advice and Wellbeing. Disabled students and any
must have full input into the moderation process and will be expected to other students with agreed assessment requirements formally
confirm their involvement in the moderation process. They are entitled documented in an Individual Student Learning Plan will have provisions
to attend the Assessment Board (C6.5) and have the right to declare any put in place dependent on individual need (which will be determined via
matter a matter of principle. a Needs Assessment and in discussion with the student and relevant
staff within the University).
C3.3 External Examiners will:
C4.2 Where illness or other verifiable cause will prevent a student from
(i) ensure consistency and fairness in the consideration of all students completing an assessment, s/he should contact the Module Leader as
and that the standard of the award is maintained; soon as possible. The Module Leader may, on receipt of appropriate
(ii) ensure that the assessments are conducted within the approved evidence, agree one or more of the actions listed below.
regulations; (i) extend an assessment deadline, normally for no longer than five
(iii) approve the form and content of major assessments in order to working days, exceptionally up to a maximum of ten working days;
ensure that all students will be assessed fairly; (ii) set an alternative assessment, provided the alternative task meets
(iv) judge whether the students have fulfilled the objectives of the the learning outcomes of the original assessment task. The decision
programme, the learning outcomes of the modules and reached the to set an alternative assessment must be recorded and reported by
required standard; the Module Leader to the Assessment Board;
(v) have access to all assessed work and judge students impartially on (iii) consult with the Programme Leader who may waive an assessment
the basis of the work submitted for assessment and moderate the item provided the marks allocated to such items constitute in total
marks of internal examiners accordingly; no more than 34% of the module mark. The final item of assessment,
(vi) be able to compare the performance of students with that of their as identified on the module catalogue, in any module cannot be
peers on comparable programmes elsewhere; waived. All assessment waivers must be recorded and reported by
(vii) report annually to the University on the effectiveness of the the Programme Leader to the Assessment Board.
assessments and any lessons to be drawn from them. It is also recommended that the student is directed to Student Advice and
Wellbeing Services who may be able to provide other appropriate support
C3.4 The purpose of the External Examiner’s report is to enable the Academic for the student.
Board to judge whether the programme is meeting its stated objectives C4.3.1 Exceptionally, if a scheduled event will prevent a student from attending a
and to make any necessary improvements, either immediately or at the module assessment event, such as an examination or field trip, the
next review as appropriate. External Examiners have authority to report student may request a deferral of that assessment event until the next
concerns about standards of assessment and performance, particularly assessment opportunity. An application for Deferred Consideration,
where they consider that assessments are being conducted in a way supported by independent and verifiable evidence, must be submitted to
Page 10 of 20
the Programme Leader normally no later than two weeks before the C4.8 A student may be deferred following an Extenuating Circumstances
assessment event. application once only per module attempt, save for extraordinary
circumstances in which case the Assessment Board may exercise a reserve
C4.3.2 The Programme Leader will liaise with two other members of staff who power to award a subsequent deferral, provided the minutes record the
will be, normally, the Assessment Board Chair and relevant Academic justification for such exceptional action.
Manager, or equivalent post holder, to decide whether the request is
accepted or not. If accepted, the Assessment Board will be notified that C4. 9 Where the Extenuating Circumstances Panel do not accept that the
consideration of the student’s module attempt will be deferred until the student has experienced timely, severe, acute and unexpected
next assessment opportunity. If the request is not accepted, the student circumstances this ends consideration of the extenuating circumstances
will be notified that the Deferred Consideration has not been agreed and application.
s/he is expected to undertake the assessment event as originally
scheduled. C4.10 Exceptionally (see C4.11) a student may be unable to make an
Extenuating Circumstances application within the five working days time
C4.4 Extenuating Circumstances requests may normally only be made within frame. All applications made after this deadline are deemed to be late.
five working days after the affected assessment event. This is to enable Late applications must be submitted to the Extenuating Circumstances
appropriate consideration by the Extenuating Circumstances Panel in a Panel with a justification for the inability of the student to submit within
timely manner and to ensure that the criteria for progression are applied the established timeframe. Late Extenuating Circumstances applications
consistently and fairly to all students. will not be considered after the Extenuating Circumstances Panel has
met. Faculties are required to make known to students the date of the
C4.5 A student may make an application for Extenuating Circumstances where Extenuating Circumstances Panel meeting.
timely, severe, acute and unexpected circumstances occur which prevent
them from attending a module assessment event(s), or impact severely C4.11 The Extenuating Circumstances Panel will determine whether the
upon the student’s ability in the assessment, and where the possibility of justification for late submission is valid or not. If the reason for late
alternative actions as described in C4.2 and C4.3 are not possible or are submission is accepted as valid, then the standard extenuating
inappropriate. circumstances process will apply. Where the Panel does not accept the
justification for late submission this ends consideration of the
C4.6 The Extenuating Circumstances Panel (see also C6.9) will consider the application.
Extenuating Circumstances application presented by the student. The
decision of the panel will be reported to the Assessment Board. C5 Academic Misconduct
C4.7 In case of a valid Extenuating Circumstance application, as determined by C5.1 Academic Misconduct is deemed to cover cheating, attempts to cheat,
the Extenuating Circumstances Panel, the assessment is deferred to the plagiarism, collusion and any other attempts to gain an unfair advantage
next appropriate opportunity, but only when a pass mark or grade for the in assessments. Assessment includes all forms of written work (including
module overall has not been achieved. Where the student achieves a in-class tests), e-assessments, presentations, demonstrations, viva voces,
pass mark or grade for the module, then the mark will stand and the accreditation of prior learning portfolios and all forms of examination.
consideration of the Extenuating Circumstances application is ended.
C5.2 It is the responsibility of the Programme Leader to provide students with
clear guidance and instruction early in the programme, on the
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appropriate preparation for and presentation of work, including writing whatsoever, as the student's own. Examples of plagiarism may be as
and citation requirements. This guidance must clearly indicate that all follows:
types of academic misconduct are considered to be serious. The guidance
must also indicate the consequence of, and penalties associated with, i) the verbatim copying of another's work without clear identification
academic misconduct (see C5.5.5). and acknowledgement including the downloading of materials from
the Internet without proper referencing of materials;
C5.3 It is the responsibility of the student to take reasonable precautions to ii) the paraphrasing of another's work by simply changing a few words
guard against unauthorised access by others to his/her work, however or altering the order of presentation, without clear identification and
stored in whatever format, both before and after assessment. acknowledgement;
iii) the unidentified and unacknowledged quotation of phrases from
C5.4.1 Cheating includes: another's work;
iv) the deliberate and detailed presentation of another's concept as
(i) any form of communication with, or copying from, any other source one's own.
during an examination;
(ii) communicating during an examination with any person other than C5.4.3 Collusion Includes:
an authorised member of staff;
(iii) introducing any written, printed or other material into an (i) the conscious collaboration, without official approval, between two
examination (including electronically stored information) other than or more students in the preparation and production of work which is
that specified in the rubric of the examination paper; ultimately submitted by each in an identical or substantially similar
(iv) gaining access to unauthorised material in any way during or before form and/or is represented by each to be the product of his or her
an assessment; individual efforts;
(v) the use of mobile phones or any other communication device (ii) collusion also occurs where there is unauthorised co-operation
during an assessment or examination; between a student and another person in the preparation and
(vi) the submission of false claims of previously gained qualifications, production of work which is presented as the student's own.
research or experience in order to gain credit for prior learning;
(vii) the falsification of research data, the presentation of another’s C5.5.1 All cases of suspected Academic Misconduct as defined above must be
data as one’s own, and any other forms of misrepresentation in referred to the Director or nominee. If there is sufficient evidence to
order to gain advantage; support the finding of a prima facie case of Academic Misconduct, the
(viii) the submission of work for assessment that has already been Director or nominee will initiate an Academic Misconduct Panel (AMP).
submitted as all or part of the assessment for another module
without the prior knowledge and consent of the Module Leader for C5.5.2 Terms of reference and operation of Academic Misconduct Panels:
the subsequent assessments;
(ix) the submission of material purchased or commissioned from a third (i) to consider allegations of academic misconduct;
party, such as an essay-writing service, as one’s own. (ii) to determine whether an allegation of academic misconduct is
proven or not proven based on the evidence presented;
C5.4.2 Plagiarism is defined as the representation of the work, artefacts or (iii) where a case is proven, to determine the penalty in accordance with
designs, written or otherwise, of any other person, from any source the University penalty tariff;
(iv) to notify student(s) of the outcome;
Page 12 of 20
(v) to report all proven decisions and the penalties applied to the the Presenting Officer and the student(s), must be determined prior to
relevant Assessment Board; the AMP by the Director or nominee.
(vi) the proceedings of the AMP will be formally minuted.
C5.5.7 The Faculty must inform the suspected student(s) of the nature of the
C5.5.3 Membership of the AMP will comprise three members of academic staff, allegation and evidence and give the student the opportunity to state
two of whom, including the Chair, must not be significantly associated their case in person and/or in writing, at the student's choice, to the
with the student. At least one member will be independent of the AMP. The student must be advised to make all evidence in support of
programme team. their case available to the panel. If the student chooses to present their
case in person, they must be advised that they can do so in the presence
C5.5.4 It is the responsibility of the AMP to consider the allegation and where of a friend. The student may choose not to attend the AMP, however,
proven, to determine the penalty in accordance with the University’s they must be advised that the AMP will meet in their absence.
agreed penalty scheme (see C5.5.5). Assessments that are subject to
Academic Misconduct investigation must be marked, pending the C5.5.8 The AMP must determine whether the allegation of academic
outcome of any investigation. Where evidence of academic misconduct misconduct is proven or not, apply the agreed LJMU penalty tariff, in
becomes available subsequent to a meeting of an Assessment Board, the proven cases (see C5.5.5) and produce a written report of their findings.
University has the right to investigate/reopen the matter and to The report should include a summary of the allegation, state whether
determine the outcome(s) according to the circumstances. the allegation is upheld, upheld in part or not upheld and the reasons
why this decision was reached. If the AMP is unable to reach a
C5.5.5 Academic Misconduct penalty scheme. These penalties are calculated on conclusion on all or part of the allegation due to conflicting evidence
a points-based tariff as follows: then the report should note this.
305 - 349: Mark of 0 for assessment component - student may re-submit if The report should include any recommendations for further action if
referred appropriate, e.g. recommendations for good practice, feedback on
350 - 479: Mark of 0 for module - student may re-submit at referral procedures etc. The outcome of the AMP and a copy of the report
480 – 524: Mark of 0 no opportunity to resubmit. should be given to the student normally within 5 working days of the
525 – 560+: Case referred to Assessment Board:
AMP meeting. A copy of the report should be made available to the
Recommend expulsion with an alternative exit award as
appropriate or/ Recommend expulsion with any alternative exit
Chair of the Assessment Board.
award withheld
Where the penalty permits re-submission of work, the Assessment
C5.5.6 The member of staff making the allegation of academic misconduct will Board must ensure that the student is made aware of the nature of the
normally be the Presenting Officer at the subsequent AMP. Where, work and the relevant submission date(s).
exceptionally, the member of staff making the allegation is not available
to be the Presenting Officer, and with the approval of the Director or C5.5.9 If the AMP finds the breach of assessment regulations involves a breach
nominee, a fully briefed alternate member of staff will be the Presenting of the University's disciplinary code, it will refer the matter to the Student
Officer. The Presenting Officer cannot be a member of the AMP. Any Policy and Regulation Office for consideration under the Disciplinary
potential conflict of interest between a proposed member of the AMP, Procedure.
Page 13 of 20
C5.5.10 The final outcome of all cases will be reported to the Head of Student (i) receive any decisions from the Extenuating Circumstances Panel
Policy and Regulation who will report annually to the University (see C4.6);
Academic Standards and Enhancement Panel. The report will be confined (ii) note any decisions from Academic Misconduct Panels and act
to a list of cases, the decisions made and to making any observations accordingly (see C5.5.5);
and/or recommendations that may assist the University to develop good (iii) receive individual student assessment profiles;
practice in the management of assessment processes. Students have the (iv) make decisions on level completion and progression;
right to appeal against the decision of an AMP in accordance with the (v) make recommendations to Academic Board on the award, and
procedures outlined in C9. category of award, to be conferred upon individual students.
C6 Assessment Boards C6.5 Membership of Assessment Boards
C6.1 For each programme leading to a validated award of the University, the The membership of the Board differs according to the purpose of the Board. An
Academic Board requires the appropriate Faculty Academic Standards Award Board is one where awards are recommended at the final level of the
and Enhancement Panel to establish Assessment Boards according to the target award. CPDs are excluded from the regulations governing award boards.
approved assessment regulations.
A progression and non award board is one where the module results under
C6.2 Prior to an Assessment Board, the Director is responsible for ensuring: consideration are not at the final level of the target award and awards are not
recommended, with the exception of CPD awards and alternative exit awards for
(i) that procedures are followed with regard to the consideration and students who are unable to progress to their target award.
approval of the form and content of all summative assessments that
count towards the assessment of the programme and its module(s); C6.5.1 Progression and Non-award Boards will comprise:
(ii) the completion of the moderation process;
(iii) that marks achieved by students for each summative assessment (i) Chair, Director responsible for the programme(s) or his/her nominee;
task are finalised by the deadline; (ii)the Programme Leader(s) of those programmes under discussion;
(iv) the involvement of the External Examiners in the moderation process. all members of the programme team;
(iii)
(iv)the Academic Manager or equivalent post holder for the
C6.3 The functions and terms of reference of an Assessment Board are to: programme(s) under discussion;
(v) the External Examiner(s)
(i) determine any requirements for deferred assessment(s);
(ii) determine any referral requirements for all students failing a C6.5.2 Award Boards will comprise:
module(s);
(iii) ensure the maintenance of appropriate standards of assessment; (i) Chair, Director responsible for the programme(s) or his/her
(iv) ensure that students are assessed in accordance with the approved nominee;
regulations and procedures. (ii) the Programme Leader(s) of those programmes under discussion;
(iii) all members of the programme team;
C6.4 In particular Assessment Boards: (iv) the Academic Manager or equivalent post holder for the
programme(s) under discussion;
(v) a representative from another faculty;
Page 14 of 20
(vi) Academic Registry representative or designated, trained alternate; Circumstances and to make appropriate recommendations to the
(vii) the External Examiner(s). Assessment Board (see C4.6). The membership of the ECP normally will
comprise:
C6.6 Members of Assessment Boards who have a relationship with a student
being assessed, must declare an interest to the Chair and withdraw from (i) Chair, the Director responsible for the programmes under
the Board for the duration of the discussion regarding said student. consideration or his/her nominee;
(ii) the Programme Leader(s) for the programmes/modules under
C6.7 The Vice Chancellor or his/her nominee will have the right to attend all consideration;
meetings of Assessment Boards, but will not be members. At the (iii) other academic staff from the Faculty.
discretion of the Chair a non member of the Board may be permitted to
attend a meeting of the Board but will not be member of the Board. The ECP is quorate when the Chair and at least two other members are
present.
C6.8 The following are required for an Assessment Board to be quorate:
C6.10 The discussions of an assessment board are confidential. Claims of
C6.8.1 Progression and Non-award Boards: extenuating circumstances must be treated with due sensitivity and
confidentiality.
(i) Chair;
(ii) the Programme Leader(s) or nominee (s) for the programme(s) under C6.11 The Assessment Board must be minuted formally and minutes must be
consideration; available within one week of the meeting. The minutes must contain:
(iii) one member of the programme team(s).
(i) the progression status of each student;
C6.8.2 Award Boards (ii) a record of the names of students for whom extenuating
circumstances were considered by the Extenuating Circumstances
(i) Chair; Panel and the decisions taken as a result;
(ii) the Programme Leader(s) or nominee (s) for the programme(s) under (iii) a record of the decisions taken by the Academic Misconduct Panels;
consideration; (iv) a record of any academic appeals that have been referred back to
(iii) one member of the programme team(s); the Assessment Board;
(iv) a representative from another faculty; (v) a record of extensions;
(v) Academic Registry representative or designated, trained alternate; (vi) a record of assessment waivers;
(vi) an External Examiner. (vii) a record of any alternative assessments that have been provided;
(viii) a record of any deferral or referral requirements and when the next
If the Assessment Board is inquorate the Vice Chancellor may agree to a opportunity for assessment will occur;
waiver to the requirement for a member’s attendance at a Board (ix) a record of the student(s) with the highest module marks;
provided that formal arrangements are made to ensure that the (x) a record of any prizes awarded;
decision making process can proceed to completion. (xi) any issue of principle requiring further consideration by the Faculty
Academic Standards and Enhancement Panel.
C6.9 Each Assessment Board is advised by an Extenuating Circumstances
Panel (ECP), whose role is to review applications for Extenuating
Page 15 of 20
C6.12 All decisions/recommendations of Assessment Boards on individual C7.5 All students have the right to one referral opportunity in any failed
students within its terms of reference are final, except in the case of modules unless compensation has been awarded.
appeals (see C9). The Assessment Board may be reconvened if required
to take this action by the Academic Board. C7.6 Performance at a level is indicated by the Level Mark. The Level Mark is
calculated as follows:
C7 Managing Student Progression
(i) Marks from the core modules, and
C7.1 Students are required to attempt all items of summative assessment at (ii) Marks from the best of the option modules not exceeding the total
the appointed time. Failure to do so will be deemed by the Assessment option credits required.
Board to constitute failure in that assessment component unless there is
some cause found valid on production of acceptable evidence in The designation of the module is that defined by the programme
accordance with C4.7. specification. Each module mark is weighted by the credit rating of the
module.
C7.2 The marks of the assessment items within each module are aggregated
and a module mark produced for notification to the Assessment Board. C7. 7 Failure within a level will be compensated in the light of overall
The progress of each student will be considered by an Assessment Board performance at that level according to the following criteria:
at least once per academic year.
(i) the “qualifying Level Mark” (the credit weighted average of the level
C7.3 Level completion is achieved when a student has gained the number of inclusive of the true value of assessments undertaken at referral
credits required at that Level. Credit must be achieved in modules prior to the capping of the module mark) must be at least 45% and
required at all levels for the registered award programme. Students (ii) a mark of at least 30% or other compensatable grades must have
cannot retake successfully attained modules. been achieved in failed modules. In cases where compensation is
applied, credits will be awarded to eligible modules but the
C7.4 For full time students level completion and progression are synonymous. mark/grade for such modules will not be changed and
In order to progress from one level to the next a full time undergraduate (iii) the student must have attempted the final assessment, as identified
student must: in the module catalogue, in the initial attempt and
(iv) 80% of the target credit at the level must have been passed, in which
(i) have 120 credits at the level under consideration; or case up to 20% of the target credit may be compensated.
(ii) be granted an Exceptional Second Referral in no more than 24 credits
(see C7.17); or C7.8 Specific award programme rules may, exceptionally, modify the
(iii) be granted a module deferral(s). requirements for, or exclude, compensation as defined above. Such rules
are recorded in the programme specification. Individual programme rules
Students who have not achieved at least 96 credits will not be allowed to may preclude the award of credit by compensation in some, or all,
progress to the next level. Such students will be counselled by the modules.
Programme Leader or nominated deputy, as to the options available to
them. C7.9 Students must be advised of the implications of compensation for
progression. Students must be made aware that failure in core modules,
which are pre-requisites for certain named programmes, will have to be
Page 16 of 20
retrieved before the student starts the next level of such a programme C7.15 Any student who has exhausted the referral opportunities offered by the
(C7.4). Compensation credit, once awarded, cannot be revoked by the regulations has no right to continue as a student on that programme of
student except in the circumstances specified in regulation C7.16. study.
C7. 10 Students have the opportunity to retrieve their failure by resitting or C7.16 Where a student has achieved the final award for which he/she is
resubmitting the required element of the assessment. The requirements registered and this includes a number of credits awarded by
of the referral are determined by the relevant Assessment Board. The compensation, a student does not have the right of referral in these
form of assessment for referral may be different from the original modules. A student has the right to a referral opportunity in failed
assessment task. modules whose credits have subsequently been awarded by
compensation only when:
C7.11 A referral opportunity is normally scheduled within the academic year of
the first sitting of the assessment. Exceptionally, the Assessment Board (i) her/his opportunities for referral have not been exhausted; and
may require students to undertake certain modules again, with (ii) the module carries professionally exempting status.
attendance, as part of a referral opportunity. Where the nature of the
referral is likely to take this form it is the responsibility of the Module C7.17 Students who have failed the single referral opportunity will be allowed
Leader to ensure that students are informed of the consequences of an Exceptional Second Referral on the same module(s), up to 24 credits at
failure. any Level, provided that:
C7.12 The pass mark for the referral attempt is the same as the pass mark for (i) the student has attempted the final assessment for the module(s), as
the initial attempt, except where the pass mark for the subsequent identified in the module pro-forma, in the initial attempt;
attempt is different as a consequence of referral in a new module or (ii) the student has attempted the referral(s);
module version. The maximum module mark achievable from referrals is (iii) the module(s) are not designated on the programme specification as
40% or the minimum pass mark for the module, whichever is the higher; ineligible for exceptional second referral;
the maximum module grade achievable is pass. (iv) the student has Level Mark of at least 45% (C7.7 (i)).
C7.13 The actual mark achieved is reported to the Assessment Board. The C7.18 The maximum mark that may be gained from an Exceptional Second
maximum mark used in calculation for the Level Mark is 40% or the Referral is 40% or the minimum pass mark for the module(s), whichever is
minimum pass mark for the module, whichever is the higher. the higher. Any previous successful elements (marks or submitted
If the mark/grade achieved at referral is below that achieved previously materials) of a module(s) will be carried forward upon an Exceptional
then the earlier mark/grade is considered by the Assessment Board. Second Referral.
C7.14 Wherever possible, the University will provide referral opportunities in C7.19 It is the responsibility of the Faculty to ensure marks are disclosed
modules which are no longer current, but cannot guarantee this as a right. confidentially to individual students following an Assessment Board
The Assessment Board must make such special arrangements as meeting, at least once per academic year. Marks must not be disclosed by
appropriate in cases where it is not practicable for students to be referred telephone to students or any representative of them by any member of
in the same module or module component. staff. The written notification should normally be posted no later than
one week after the relevant Assessment Board(s). Directors must ensure
that all students who have been referred or have failed are informed, in
Page 17 of 20
writing, of their rights of referral and the consequences for progression. (i) the Award Mark is 1% below the classification boundary and;
All students must have the opportunity to seek guidance from teaching (ii) more than half of the 96 contributing credits at Level 6 are in a class
staff. above that indicated by the Award Mark.
C8 Classification and Grading of Awards C8.4 Students failing to achieve the credits required for an Honours award may
be offered alternative awards requiring fewer credits, providing all
C8.1 The class of degree will be based upon the Award Mark. The weightings necessary conditions for such awards have been fulfilled. Acceptance of
are by credit value and by level. The marks achieved at Level 5 will be an alternative award removes the right to referral in failed modules.
weighted at 25%, and those at Level 6 by 75%. The Award Mark is Students may, however, refuse the alternative exit award and exercise
calculated as follows: their right to be referred in failed modules with a view to obtaining an
Honours award.
(i) marks from the best 80% of the 120 credits achieved at Level 6
(where the lowest mark does not relate to a single 24 credit C8.5.1 The classification of an Integrated Masters Degree will include marks from
module, the relevant proportion of the lowest module mark will be the best 80% of the 120 credits achieved at Level 7, from all 120 credits
discounted) and from all 120 credits achieved at Level 5; achieved at Level 6 and from all 120 credits achieved at Level 5. Where
(ii) where marks from fewer than 120 Level 5 credits are available the marks from fewer than 120 Level 5 credits are available the average from
average from those mark bearing credits at Level 5 that are available those mark bearing credits at Level 5 that are available becomes the Level
becomes the Level Mark unless marks from fewer than 60 Level 5 Mark unless marks from fewer than 60 Level 5 credits are available, in
credits are available, in which case the Award Mark is based upon which case Level 5 is discounted and the Award Mark is calculated on the
Level 6 alone; basis of a 1:2 ratio from Levels 6 and 7 respectively.
(iii) only modules carrying a numerical mark (i.e. not a pass/fail grade)
may contribute towards the classification. All Level 6 credits C8.5.2 Only modules carrying a numerical mark (i.e. not a pass/fail grade) may
contributing to an award whether gained from the University or from contribute towards the classification. All Level 6 and Level 7 credits
credit transferred from another institution(s) must be mark bearing. contributing to an award whether gained from the University or
Marks from other institutions with different grading systems must be transferred from another institution(s) must be mark bearing.
re-calibrated.
C8.5.3 The class of degree will be based upon the Award Mark. In the normal
C8.2 The class of degree will be at least that indicated by the Award Mark, circumstances, the Award Mark is the weighted average of Level 5, Level 6
according to the established percentage band equivalents rounded to and Level 7 marks. The weightings are by credit value and by level. Marks
the nearest whole integer: achieved at Level 5 will be weighted at 10%, from Level 6 at 30% and
<40% = fail those at Level 7 at 60%. Students will be awarded the higher classification
40 – 49% = third class of degree where the Award Mark is 1% below the higher classification
50 – 59% = lower second class boundary and the majority of the contributing 80% of the 120 credits at
60 – 69% = upper second class Level 7 are in a class above that indicated by the Award Mark.
=>70% = first class
C8.5.4 Students failing to achieve the credits required for an Integrated Masters
C8.3 A student will be awarded the higher classification of degree where: award may be offered alternative awards requiring fewer credits,
providing all necessary conditions for such awards have been fulfilled.
Page 18 of 20
Acceptance of an alternative award removes the right to referral in failed whatever format, was not conducted in accordance with current
modules. Students may refuse the alternative exit award and exercise regulations or that some other material irregularity has occurred.
their right to be referred in failed modules with a view to obtaining an Students must be aware that appeals will only be accepted under the
Integrated Masters award. circumstances outlined above.
C8.6.1 The grading of a non-honours award includes marks from all credits C9.2 Disagreement with the academic judgement of an Assessment Board in
achieved within the programme. Only modules carrying a numerical mark assessing an individual piece of work or in reaching a decision on a
(i.e. not a pass/fail grade) may contribute towards the grading and the student's progression or on the final level of award, based on the marks,
divisor is amended to accommodate non mark-bearing credit. Students grades and other information relating to a student's performance, cannot
who study only part of their programme at the University will be graded in itself constitute grounds for an Academic Appeal. The University
on their performance on modules taken here. operates a three stage appeal procedure:
C8.6.2 For all such awards the grade is based upon the Award Mark, as follows: Stage 1 consideration by Director or nominee
Stage 2 consideration by the University Appeals Panel
(i) a Distinction grade is awarded when a student achieves an Award Stage 3 consideration by Academic Board nominee
Mark of at least 70%;
(ii) a Merit grade is awarded when a student achieves an Award Mark of Where an appeal about either an Assessment Board decision or an
between 60 and 69%. Academic Misconduct Panel is not upheld at Stages 1 and 2 and the
student believes that the appeals procedures have been conducted
C8.7 Where there is insufficient evidence to determine the recommendation of improperly or that the decision is unreasonable, then s/he has the right to
an award but the Assessment Board is nevertheless satisfied that the draw this to the attention of the Academic Board. This is not a re-opening
student would have qualified for the award had it not been for illness or of the appeal and the student must provide reasonable evidence of
other valid cause, an aegrotat award may be recommended. Aegrotat procedural irregularity / supporting statement detailing why they believe
awards do not carry any classification, distinction or merit. The aegrotat the decision to be unreasonable.
degree is an unclassified degree. The award of an aegrotat removes the
right of any further assessment opportunity for the registered final award. The student will be formally notified in writing of the decision of the
The student must have signified that s/he is willing to accept the award Academic Board and issued with a Completion of Procedures letter.
under this condition. Students who are dissatisfied with the final outcome of their appeal and
believe that the University has failed to follow this procedure correctly,
C8.8 Where the normal conditions of any award of the University have been may take their case to the Officer of the Independent Adjudicator for
satisfied, that award may be accepted posthumously on the student’s Higher Education. Further information can be found at
behalf by a parent, partner or other appropriate individual. http://www.oiahe.org.uk/.
C9 Academic Appeals and Academic Misconduct Appeals C9.3 There are strict deadlines for the submission of an Academic Appeal /
AMP Appeal. Students must lodge the appeal with the Office of Student
C9.1 An Assessment Board / Academic Misconduct Panel, may be required to Policy and Regulation, using the current form within 10 working days of
reconsider its decision(s) if a student or any other person establishes that the formal release of the relevant results or notification of the outcome of
there has been a material administrative error, or that any assessment, in the AMP.
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(ii) at least five members of the academic staff of each Faculty;
C9.4.1 Responsibility for hearing the initial stage [Stage 1] of an Academic (iii) at least five members of the Faculty management team from each
Appeal/ Academic Misconduct Appeal is vested in Directors or nominee. Faculty [ who may be non teaching staff];
The University Appeals Panel is responsible for all other stages of appeals. (iv) at least five members of staff drawn from other areas of the
Students will be formally notified of the outcome at each Stage of the University;
appeal process, the reason for the decision and any action to be taken, as (v) two students appointed by the Students' Union.
appropriate.
C9.5.2 No member shall take part in an Appeals Panel meeting if s/he is
C9.4.2 Where an appeal is being made in respect of modules from more than substantially connected with the Faculty /programme which is the
one Faculty the Director (or nominee) of the appellant's Home Faculty will subject of the appeal, or with the appellant. The quorum for a meeting
determine the appeal, taking into account evidence from any other of the Appeals Panel is the Chair, at least one member of the academic
Faculties involved. The Director (or nominee) will report the outcome of representation and any two other members of the Appeals Panel. All
the appeal to the appellant and to the Head of Student Policy & meetings of the Appeals Panel will be formally minuted and serviced by
Regulation within 21 days. Directors are required to ensure neutrality in the Student Policy and Regulation office.
the consideration of appeals. It would not normally be appropriate for the
Chair of the Assessment Board or AMP, who has had a significant personal C9.6 The acceptance of an award does not limit the student’s right to pursue
input in an original decision to also consider the subsequent appeal. an appeal within the provisions of these regulations. Full details of the
Academic Appeals procedures can be found on
C9.4.3 Students studying in Partner Institutions and/or via Distance Learning http://www.ljmu.ac.uk/corporate/SPR/93079.htm
are covered by these regulations, excepting that:
C9.7 Where a student has been notified of the decision to expel, the student
(i) for partner students, the partner institution will identify a senior staff has a right of appeal to the Board of Governors. The request for such an
member to deal with ‘Stage 1’ appeals. Students in partner appeal must be made in writing, giving full supporting evidence, to the
institutions must be clearly advised of who in the institution deals University Secretary and Deputy Chief Executive within 10 working days of
with Stage 1 appeals and where they should be sent to. Appeal receipt of the decision and giving grounds for appeal – see
outcomes should be sent to the Head of Student Policy and http://www.ljmu.ac.uk/corporate/68195.htm.
Regulation. Guidance and advice may be obtained from the Student
Policy and Regulation office;
(ii) for Partner and Distance Learning students, where attending an ‘oral
hearing’ is not possible, the University will make arrangements for
ensuring alternative forms of communication between parties.
C9.5.1 An Academic / AMP Appeals Panel (hereafter referred to as the Appeals
Panel) is established by the Academic Board as a sub-committee of the
Board. The membership of the panel is:
(i) a Chair, normally drawn from the senior management of the
University;
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