1. Development of New Teaching and Assessment Arrangements: Introduction of Compensation Dr. Tim Whalley, Dean for Student Affairs Donna Agnew, Senior Officer, Policy, Planning and Governance

2. Aims of the new structure to provide an effective curricular, teaching and assessment structure that supports student learning, retention and achievement provide clear and streamlined structures promote academic collaboration and student mobility both nationally and internationally be compliant with SCQF, QAA and professional accreditation requirements

3. Background and history Stirling degrees have comprised 22 x 22 credit modules Bachelor or General degrees were 352 credits, honours degrees 484 credits “spare slots” in semesters 3 and 8 allowed “catch up” or change in direction, critical to retention and progression

4. Key reasons for change 352 credit Bachelor or General degrees considered “credit-light” by some partner institutions the 132-110-132-110 credit pattern created complexity and confusion in KIS year 3 grades contributed more to a student’s honours classification than year 4 (132 vs. 110)

5. New undergraduate degree structure existing 22 credit modules become 20 credits existing 11 credit modules become 10 credits existing 44 credit dissertations/extended pieces of work are augmented to 60 credits and are required for all programme of 480 credits with no “spare slots”

7. Coping with failure and programme changes the 2 “spare slots” were commonly used to make up failed modules or take “catch up” module to change degree loss of the “spare slots” prevents catching up without extending duration of studies necessitated a change in regulations to accommodate students who fail or wish to change degree

8. Compensation or condonement compensation – awarding a pass where the module mark is just below the pass mark based on performance in other modules condonement – allowing a fail to be disregarded in determining progression or eligibility for the award change to this is in line with most Scottish HEIs depends on meeting the learning outcomes of modules, therefore limited to marginal fails grades

9. Compensation rules in years 1 and 2, a marginal fail of 20 credits is permitted each year in years 3 and 4, only 20 credits can be passed by compensation compensation is not permitted for core modules

10. Discussions and consultation consultations with School LTCs and open- access forums – is there any area of the proposals with which you strongly disagree  if so, outline your concerns and offer alternative approaches – are there any special implications for your area, whether in resource terms or in relation to students  professional degrees/accreditation etc