Redesign of the University Academic Framework

Project Introduction

Timeline for project

University Academic Framework Board

Ask a question

FAQs

Key Documents

View the proposal agreed at Senate. (Agreed on 21.01.25)

Introduction

The redesign of our university's academic framework represents a significant shift in our approach to higher education. This plan aims to address the evolving needs of our students, staff, and the broader academic community. By focusing on flexibility, efficiency, and modernisation, we seek to create an environment that better prepares students for the demands of the contemporary workforce while also improving the teaching and research experience for our staff.

The primary objectives of this redesign are 1) to increase curriculum flexibility and efficiency, 2) to facilitate changes in the portfolio 3) to provide students with more opportunities to take up part-time work and experiential learning, 4) to facilitate international student study and 5) to provide staff with opportunities for more consolidated periods of time for research and for leave.

To do this effectively the University is transitioning from the existing three-term based system to a two-semester based system, with smaller, more focused modules, which should offer more choice for students and increased flexibility in delivery patterns.

The proposed redesign of our university's academic framework signifies a pivotal evolution in our educational approach, aiming to meet the dynamic needs of our students, faculty, and the broader academic community. By emphasising flexibility, efficiency, and modernisation, we strive to cultivate an environment that equips students for the contemporary workforce’s demands while enhancing the teaching and research experiences for our staff.

Transitioning to a more flexible and modular academic structure is increasingly acknowledged as essential in higher education. Traditional, rigid curricula often fail to address the diverse requirements of modern students, who need adaptable learning pathways to navigate an unpredictable job market (Advance HE, n.d.). Implementing a semester-based system with smaller, focused modules can offer enhanced curricular flexibility, enabling students to engage in experiential learning and part-time employment, both of which are vital for developing employability skills (Schering and Thompson, 2024). Studies indicate that flexible learning environments incorporating pedagogical and technological advancements foster greater student engagement and motivation (eCampus News, 2021). Moreover, aligning academic calendars with international norms facilitates increased mobility for students and staff, a critical factor in today’s globalised educational landscape (Times Higher Education, 2025).

Adopting smaller modules also promotes an interdisciplinary learning approach, fostering the integration of knowledge across various fields. Research suggests that interdisciplinary education enhances critical thinking, creativity, and problem-solving abilities, equipping students with the adaptability required in an increasingly complex global economy (Repko & Szostak, 2021). By integrating perspectives from multiple disciplines, students develop a holistic understanding of real-world challenges, improving their capacity to address multifaceted problems (Klein, 2017). This approach aligns with global trends in higher education, where interdisciplinary curricula are increasingly recognized for their role in preparing graduates for diverse career pathways (Frodeman, 2017). This method not only broadens students’ perspectives but also aligns with employer demands for graduates proficient in multiple disciplines (Advance HE, n.d.).

Transitioning to this model also addresses student well-being by distributing academic workloads more evenly throughout the year, reducing anxiety associated with end-of-year assessments (Times Higher Education, 2025). Similarly, providing academic staff with dedicated periods for research and leave aligns with the increasing emphasis on academic well-being and productivity (Brookfield, 2017). A semester system with designated assessment periods encourages reflective teaching practices, allowing educators to assess and enhance their instructional methods continually (Brookfield, 2017).

The redesign of our academic framework is a strategic initiative aimed at fostering a more flexible, interdisciplinary, and supportive educational environment. This approach not only prepares students to meet contemporary workforce challenges but also promotes the well-being and professional growth of our academic staff. By integrating flexibility, international alignment, and interdisciplinary learning, our university is positioning itself as a forward-thinking institution that caters to the evolving needs of students, academic staff and the global academic landscape.

References

Advance HE (n.d.) Flexible Learning in Higher Education. Available at: www.advance-he.ac.uk/teaching-and-learning/flexible-learning (Accessed: 18 January 2025)

Brookfield, S. D. (2017) Becoming a Critically Reflective Teacher. Jossey-Bass

eCampus News (2021) 5 Ways a Flexible Academic Structure Increases Equity. Available at: www.ecampusnews.com/teaching-learning/2021/03/16/flexible-academic-structure-increases-equity/ (Accessed: 18 January 2025)

Frodeman, R. (2017) The Oxford Handbook of Interdisciplinarity. 2nd edn. Oxford University Press

Klein, J. T. (2017) Interdisciplining Digital Humanities: Boundary Work in an Emerging Field. University of Michigan Press

Repko, A. F. and Szostak, R. (2021) Interdisciplinary Research: Process and Theory. 4th ed. SAGE Publications

Scheuring, F., & Thompson, J. (2024). Enhancing graduate employability – exploring the influence of experiential simulation learning on life skill development. Studies in Higher Education, 50(2), 256–270

Times Higher Education (2025) What is Interdisciplinarity in Teaching and How Can We Make It Work? Available at: www.timeshighereducation.com/campus/what-interdisciplinarity-teaching-and-how-can-we-make-it-work (Accessed: 18 January 2025)

The project has been documented as part of the new university Project Management process and has been assessed as a major project (please see Project Management Documentation). It is therefore necessary that a board is established to oversee the transition from a three-term based system to a semester-based system and to implement changes to the credit values of modules.

The University Academic Framework Redesign Board Terms of Reference can be found here. The board will meet fortnightly and minutes be uploaded below.

14.02.25 Approved Academic Framework Board Meeting Minutes

28.02.25 Approved Academic Framework Board Meeting Minutes

14.03.25 Approved Academic Framework Board Minutes

Can we create modules that are available cross-school/faculty or across university, but don’t have a ‘home’ in any particular course curriculum?

Yes, it is possible. We have received examples of this approach. It is important that the module is included in the curriculum map for each award in which it will be used or is relevant.

Open/Applicant Days - how the change to modularisation should be communicated on the forthcoming applicant days?

The smaller modules should be presented to new applicants as the new normal. During these events, the focus should be on discussing the curriculum rather than the academic structure. When talking about Levels I and H, colleagues should agree with their Head of School how to discuss any aspects of the curriculum which are as yet unclarified.
The marketing and communications team are in the process of updating course leaflets to ensure that the information reflects the changes.

Do you know how / when the change to semesters will be communicated to students?

Next year's term dates will be shared in the student bulletin on Monday 10th March.

As all students will use the model of modules which they had when they entered the institution, we are not intending to inform the main student body about the change to 30 credit modules.

The exception to this is the current foundation year who will receive direct communication on this matter from the University over the coming weeks.

This has been discussed and agreed with the Student Sounding Board (on 05.03.25) which includes representatives of the Student Union.

Students have asked me about teaching schedules for next year but I've not said anything yet. I think some will find it disruptive.

The level I and H timetable is already well developed for next academic year. Most subjects have already discussed this with the timetable coordinator. If you have not yet done this, please make contact with Michael. Fundamentally the schedules for I and H will be similar to the current academic year unless you have requested a change.

Next year's term dates will be shared in the student bulletin on Monday 10th March.

Are subjects expected to offer 15 credits for Study Abroad at all three years - including first year?

The process of development of study abroad modules is being coordinated between the Global Student and Partnership and Student Admin. This will be discussed at the board meeting on 14.03.25. Your UEM will then be in touch with further information.

Can schools offer 30 credits instead?

Yes, but we are informed by our international colleagues that the appetite is for 15 credits.

What is the process for approving the above?

The process of development of study abroad modules is being coordinated between the Global Student and Partnership and UEMs who will be in touch with further information.

Art History (including Fine Art is intending to run long, thin 30 credit Level C modules next year so the January Assessment Weeks will not be necessary. Are we able to schedule a study visit during one of these weeks and/or move teaching forward by a week or two?

It’s important that we do not teach in weeks that are not designated teaching weeks, as students may be on a combination timetable and could have assessment weeks for their other subjects during that time. We cannot start teaching until these two weeks are over.

When a Major is following the University norm: One 30 credit module in Semester 1, One 30 credit module in Semester 2, are both modules required to include a tutorial among the teaching sessions? (So the students have a tutorial on the Major throughout the academic year?

The expectation is that there is a weekly tutorial built into whatever modular structure the school is preparing.