module-approvalIntroduction to Chapter Three


Introduction to Chapter Three

Chapter 3 is UCL’s regulatory framework for the approval, amendment, and suspension/withdrawal of taught academic programmes and modules including taught elements of research degrees. Approval of research degrees is covered in part 8.

In this chapter:


1 Introduction 

1. University College London (UCL) must operate effective processes for the design, development and approval of courses of study in order to discharge fully its responsibilities for setting and maintaining academic standards and assuring and enhancing the quality of learning opportunities.
Queries about any part of this chapter should be directed to Eleanor Millan, Senior Policy Advisor (Programme Approval) ( or Academic Services (

1.1 Purposes

1.  The main purposes of this chapter are to ensure that:
Threshold academic standards are met through the approval and amendment processes;
The appropriate quality of student learning opportunities are available for all taught provision;
The information provided to students about their studies is complete with regard to programme structure and learning outcomes;
Due account is taken of internal and external reference points in the approval and amendment processes;
Robust procedures are followed when modules or programmes are suspended or withdrawn;
  vi) All new taught provision is viable financially, and in terms of student recruitment.

1.2 Reference Points

1. This chapter is drafted with reference to the UK Quality Code for Higher Education, and in particular:
  i)  Part A: Setting and maintaining academic standards
  ii)     The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ)
  iii) Chapter B1: Programme design, development and approval.
  and the Competition and Markets Authority (CMA), in particular the Higher Education: consumer law advice for providers
2.  This chapter should be read in conjunction with the rest of the Academic Manual, in particular:
  i) Chapter 1: Admissions, Registration & Student Conduct Framework
  ii)  Chapter 2: Qualifications and Credit Framework
  iii) Chapter 4: Assessment Framework: Taught Programmes
  iv) Chapter 7: Academic Partnerships Framework
3.  The strategic context for taught provision can be found in the following documents:
  i) UCL 2034
  ii)  Education Strategy 2016-21
  iii) Connected Curriculum

1.3 Terminology

Key to abbreviations
The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies
  DTC Departmental Teaching Committee
  FTC Faculty Teaching Committee
  PMAP Programme and Module Approval Panel
  PWQ Programme Withdrawal Questionnaire
  PSRB Professional, Statutory or Regulatory Body
  QAA Quality Assurance Agency

Throughout this chapter, the term ‘Department’ is used to refer to relevant units below the Faculty level (e.g. Institute or Division).