Proposal for a New Programme
This form
is available for downloading from admin/ar/templates/new_prog - spaces can be
expanded as required.
This proposal is in
Strategic Phase
Operational
Phase ✔
Department of English and Drama Professor Nigel Wood |
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2. Award and Title of proposed new programme (see
* below) MA Texts in Performance |
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3. Month and Year of first intake to the
programme September 2004 Will the programme be offered as: full-time part-time ✔ full-time
and part-time |
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4. If the proposed new programme is a revised
version of an existing programme, state how this will be phased in, i.e. -
year(s) that Parts B, C, D will commence; pathway for students currently on
placement/leave of absence and resit students N/A |
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5. List the numbers of any new modules
proposed. (b) Early Modern Texts in
Performance (c) Modern and Contemporary Texts
in Performance (d) History and History Plays:
Description, Desire and Prescription (e) Court Cultures (f) Research Methods: Early Modern (g) Special Subject in Theatre
History or Author |
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6. Is it intended that any modules will be
available by full/partial Distance Learning? Yes ✔
No Is it intended that
the programme will be fully Distance Learning? Yes ✔
No Guidelines on
full/partial DL provision are available on the intranet at: https://internal.lboro.ac.uk/admin/registry/uniwide/ QAA Guidelines on
the Quality Assurance of Distance Learning should be followed and are
available at: http://www.qaa.ac.uk/public/dlg/contents.htm |
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7. Reasons for the proposal: its purpose and
relevance; how it will enhance calibre of teaching and learning; implications
for existing programmes and modules in the department (see * below) The Department is committed to increasing its postgraduate student population, and, at present, it only has one MA programme (in Modern and Contemporary Writing). Three existing modules from that programme will be available for this curriculum, and, similarly (a), (b) and (d), from the new modules above, are cross listed for the new Early Modern Literature MA. Texts in
Performance aims to provide students with an opportunity to study a wide
range of dramatic writing across a number of periods. It is also designed to allow a
consideration of contemporary adaptations and re-productions of past
works. Special themes of the MA
include experimental critical and theatrical practice, staging possibilities
and the consideration of how stage design might affect performance. It makes the most of (a) Loughborough
Universitys location within easy reach of excellent professional theatres
(e.g. Stratford Upon-Avon, London), (b) the expertise within the whole
Department, (c) practical theatre facilities, and (d) access to SRIF-funded
IT that enables the computer modelling of scenic design. No neighbouring HEI has a similar
concentration of English and Drama research specialisms as well as the
practical means to develop such skills at PG level. As this is a
particularly novel programme, the opportunity to assess and sample
state-of-the-art investigations of how stage-texts might make it to
contemporary dramatic performance will be of great help to undergraduate work
as well as staff research. Relevant
undergraduate modules include the core second year British Drama 1576 1737
and first year Critical Studies I and II.
It will also swell numbers on several Modern and Contemporary Writing
modules, including Modernist and Contemporary Genres and Modern and
Contemporary Texts in Performance, and enhance that programme by introducing
for the first time the chance to develop expertise in Drama as well as the
Novel and Poetry. |
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8. Expected student numbers In the first year: 7; thereafter, 12 |
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9. Staffing implications - adequacy of
existing departmental resources; net increase/reduction in staff teaching
effort or demands on support staff There are four available staff members, both from Drama and English. Both in page and Stage, the library has an adequate range, and, joined to theatre space in the Martin Hall and Drama Studio, there should be postgraduate level resources. Future plans to incorporate Making Performance MA modules will help economies in both programmes. If registrations match expectation, then teaching will be covered (including Dissertation supervision, c.120 hours in all). |
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10. Additional Library requirements Continued licence for LION databases (in two years time, c. £750). |
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11. Additional Computing Support required ✔
Network/Software (please
elaborate): Additional PCs seven more for the postgraduate
room. Extra space requested in Space
Bid. |
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12. Other resource implications, e.g. - lecture
room, lab and other space requirements; equipment, materials; timetabling
constraints (block-teaching for example); any special residential
requirements It would be desirable, though not essential, to subsidise costs of theatre tickets and travel to at least 7 productions in the year (7x £7.00 = £49, plus £150 for cost of interviews with cast or director). |
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13. Implications for other departments both
providing and receiving None |
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14. Evidence of demand and suitability; views of
lecturers; current/prospective students; external examiners/ assessors,
professional/industrial bodies etc. Previous experience at other institutions confirms demand, including international potential. Several US colleges run short-course Diploma programmes in London in the summer (Middlebury, NH; Hanover, NH; Culver, Ind.) that incorporate texts in performance elements. The Shakespeare Institute (University of Birmingham at Stratford-Upon-Avon) offers Renaissance Literature programmes that include some theatre material, but no practical possibilities. Warwick offer an interdisciplinary MA on Renaissance Europe. Letters sent to
present Externals have received approval, pending receipt of full modules
specifications. Envisaged intake
would include literary and theatrical historians as well as Drama students. The latter would be especially attracted
if more practical Drama modules were included. |
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15. Implications for employability Good, for a number of teaching positions as well as future research. English graduates would acquire a greater range of dramatic skills. |
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16. Any other relevant information The format of lecture followed by post-performance seminar is adequately tried and tested. Future developments should include more creative and adaptive possibilities, once Drama staff and their own MAs develop. Most relevant to the development of the whole Department are a number of postgraduate opportunities where team teaching might be exploited. |
*..... A department proposing a group of
new programmes/titles with a higher proportion of common modules, or proposing
to add a new programme/title to an existing group of this kind, should produce
information clearly defining the award pathways and justify the differentiation
of the award titles. Proposals of this
type should be flagged up during the strategic phase, bearing in mind that the
case may be driven by non-pedagogic issues (such as marketing, recruitment or
administration).
STRATEGIC
PHASE
Financial Statement attached
Head of
Department Signature:
.
Date:
..
Comments from Associate Dean (Teaching):
This proposal has been discussed with the Department
and can now be submitted to the Faculty Directorate and Operations
Sub-Committee.
Yes/No
Associate
Dean (Teaching) Signature:
..
Date:
Forms not
including both the Head of Department's and Associate Dean (Teaching)'s
signature will not be accepted.
OPERATIONAL
PHASE
Programme Regulations attached (with any Distance
Learning Modules identified)
Programme Specification attached
New Module Specifications (CIS versions) attached
(to include for each a completed proposal form for
new modules as used for
the Annual Update process, excluding the Approval
Route page for signatures)
Module by module summary of assessment requirements
attached
Evidence of External Support attached
Consultation forms attached and considered:
........... Other Academic Departments
........... (Please list)
........... Library
........... Careers Service
........... Computing Services
...........
........... Media Services
........... Professional Development
(where appropriate for the development,
........... support and provision of
distance learning)
Quality Assurance Statement attached (for
collaborative proposal only)
Head of
Department Signature:
.
Date:
..
Comments from the
Associate Dean (Teaching):
This proposal can now be submitted to Curriculum
Sub-Committee
Associate
Dean (Teaching) Signature:
..
Date:
Forms not
including both the Head of Department's and Associate Dean (Teaching)'s
signature will not be accepted.
(March
2004)
WHEN SUBMITTING OPERATIONAL PROPOSALS please forward
an electronic copy of the proposal form and the programme
regulations/specification as an email attachment to J.E.Elliott
APPROVAL OF NEW PROGRAMMES
(This page
is for information and should not be copied into the approval process)
Approval for new programmes is in two phases.
In the strategic
phase an outline proposal is scrutinised by the Faculty Directorate and by
the Operations Sub-Committee (normally in that order).
In the operational phase
a revised and more detailed proposal is scrutinised by Faculty Board members
and by Curriculum Sub-Committee and a
recommendation made to Learning and Teaching Committee.
New programmes may not be publicised and UCAS listing cannot
be permitted until LTC has given permission.
Final approval is given by Council upon the recommendation of
Senate. Please refer to the Academic
Quality Procedures Handbook for a fuller description of the process.
The
Strategic Phase
1. Complete the proposal form in
consultation with the Associate Dean (Teaching).
2. Complete a New Course Costing Form
available from Steve Shipton in the Finance Office.
3. Send copies of both forms to the
Associate Dean (Teaching) who will pass them on to Jennie Elliott (Secretary to
Curriculum Sub-Committee).
Keep a copy of the proposal form
on disk since it may be necessary to modify it in the light of comments made.
In the strategic phase the proposal is examined by
Operations Sub-Committee in the light of comments made by the Directorate. Departments will receive feedback as quickly
as possible after the OSC meeting.
While in the strategic phase, prepare for the operational phase:
1. Send copies of the consultation form
(which follows in these documents) to the various academic and service
departments so that they may comment upon your proposal.
2. Set up specifications on CIS for new modules associated with the
proposed programme - Jennie Elliott will assist with this. Distance Learning/partial DL* modules should
be identified on the CIS database.
3. Draft the programme regulations and
programme specification, identifying Distance Learning/partial DL*
modules. Where DL provision is
involved, the QAA Guidelines on the Quality Assurance of Distance Learning **
with reference to programme design should be followed.
4. Invite at
least one external senior academic to write a letter in support of the
proposal.
*
Guidelines on DL/partial DL provision are available on the intranet at: https://internal.lboro.ac.uk/admin/registry/uniwide/.
** (http://www.qaa.ac.uk/public/dlg/contents.htm
The
Operational Phase
Proposals will be
considered up to one year following strategic approval. Outside that time limit the procedure for
strategic approval will need to be repeated.
1. Change the
proposal form in the light of comments made in the strategic phase.
2. Send the full proposal to the Associate
Dean (Teaching), to pass on to Jennie Elliott.
The full proposal will consist of the modified proposal form, the draft
programme regulations and programme specification, proposed new module
specifications (which must be CIS
versions) together with a completed New Module proposal form for each, a module
by module summary of assessment requirements (template attached), consultation
forms and external documents of support.
3. Members of the Faculty Board will be
sent the proposal and invited to make comments to their representative on
Curriculum Sub-Committee.
4. CSC will then take those comments into
account when deliberating the proposal.
The member of staff sponsoring the new programme proposal may be asked
to attend CSC in order to assist members with points of detail.
Collaborative Proposals
All
collaborative arrangements between the University and other institutions or
organisations involving the provision of programmes or modules of study and the
granting of awards and qualifications of the University, including credit,
should be negotiated and approved in accordance with the University's Code
of Practice for Collaborative Provision.
Once it has been agreed that a collaborative proposal should
be pursued, documentation must be routed for approval in accordance with the
two-phase procedure described above, using the standard pro forma. In the Strategic Phase, the programme
costing form must provide detail of the proposed financial arrangements with the
partner institution/organisation in respect of the collaboration. In the Operational Phase, the proposal must
incorporate a Quality Assurance
Statement using the standard pro forma.
Further
Information
Please refer to item A of Programme Proposals via the
Academic Registry alphabetical list at http://www.lboro.ac.uk/admin/ar/az.htm
for a calendar of critical committee dates.
Heads of Departments, Chairs of Departmental Teaching
Committees and Departmental Administrators have copies of the Academic Quality
Procedures Handbook.
It is also available at http://www.lboro.ac.uk/admin/ar/policy/aqp/index.htm
Contacts:
The
Associate Deans (Teaching):
Engineering
Mr John Dickens, Civil &
Building Engineering j.g.dickens@lboro 2614
Science
Dr David Green, Mathematical
Sciences: d.r.green@lboro 2864
Social
Science and Humanities
Mr Peter Maunder, Economics: w.p.maunder@lboro 2706
Mr Steve Shipton,
Management Accountant: s.c.shipton@lboro 2013
Dr Jennie
Elliott, Assistant Registrar: j.e.elliott@lboro 2236
[March 2004]