Chapter 6 - Collaborative Provision

In the delivery of its awards, the ifs School of Finance relies exclusively on flexible and distributed learning, either through academic centres or distance learning (via its own capability). The ifs School of Finance’s accompanying policies and procedures are determined by, and mapped closely against, the advice set out in the QAA Code of Practice – Section 2: Collaborative provision and flexible and distributed learning (including e-learning) – and there is a commitment to continuous review of that mapping.

Before entering any partnership arrangement, the ifs School of Finance conducts a rigorous, phased approach covering search; screening (with centre suitability assessed against core criteria); implementation; and review – as detailed in the ifs School of Finance academic centre approval process approved by the Programme and Validation Committee in December 2005. Processes to monitor issues relating to the learning support delivered, including an annual report, are documented, for example in the Academic Centre Annual Review Template for the Professional DFSM® .

In terms of its collaborative arrangements, the ifs School of Finance restricts its activity to ‘validated programmes’ through which the academic centre partner delivers a programme of study towards an award that is developed, assessed (in the English language) and awarded by the ifs School of Finance and with the quality of that provision assured by it.

Programme and module specifications, the learning and teaching strategy and assessment are controlled by the ifs School of Finance and common across all modes of study.

Partner institutions, distance learning tutors and examiners are expected to reflect the mission and values of the ifs School of Finance – as laid down in the relevant contractual agreements.

In managing this aspect of its work, the ifs School of Finance's approach is in line with the key principles identified by the QAA, thus:

1. Learning opportunities are made available without prejudice to the academic standards of the award(s) or the quality of what is offered to students, wherever they may be;
2. The arrangements for assuring quality and standards are rigorous, secure and open to scrutiny;
3. Delivery is conducted in a style consistent with ensuring protection to both students and partners and in an atmosphere conducive to building trust and confidence amongst the stakeholders.

Prime responsibility for the operation of the ifs School of Finance's collaborative provision lies with the Programme and Validation Committee, subject to necessary approvals by the Academic Board.

As noted above, the following precepts on collaborative provision are aligned to those published by the QAA.

1. 6.2.1
   Responsibility for academic standards
   1. 6.2.1.1
      The hallmark of ifs School of Finance provision, irrespective of the method of study followed, is that students are required to take common assessments as set and marked centrally by the ifs School of Finance .
   2. 6.2.1.2
      Additionally, there is central control of programme review and the appointment of tutors, as well as defined learning and teaching and assessment strategies.

      [Note: The ifs School of Finance has applied for taught degree-awarding powers in its own right (April 2006), as a result of which it will now proceed to a period of detailed scrutiny by QAA assessors. Until the application is determined, it will continue to work with HEI partners in terms of the delivery of awards – as exemplified by the dual award of BSc (Honours) in Financial Services and Associateship with the University of Manchester – a programme originally developed with UMIST and launched in 1996.]

2. 6.2.2
   Standards of ifs School of Finance awards
   1. 6.2.2.1
      The ifs School of Finance provision is benchmarked against the academic infrastructure as developed by the QAA so as to ensure appropriate progression through programmes with access, where appropriate, to relevant exit awards.
   2. 6.2.2.2
      Programme and module specifications pay close attention to the academic infrastructure, for example in terms of level and through linkage to appropriate subject benchmark statements.
3. 6.2.3
   Arrangements for the delivery of programmes through academic centres
   1. 6.2.3.1
      The ifs School of Finance has set down academic, brand reputation and commercial criteria to inform the process of application and acceptance of academic centres (see the academic centre approval process document).
   2. 6.2.3.2
      Recommendations are made to the Programme and Validation Committee and the Academic Board (which must approve the appointment of any new centres).  A contractual relationship is then entered into between the academic centre and the ifs School of Finance .
4. 6.2.4
   Academic centre details
   1. 6.2.4.1
      Listings are maintained on the ifs School of Finance website and publicised to students as part of the sessional registration process.
   2. 6.2.4.2
      The modes of study and support available are explained in the Routes to Management and Routes to Leadership booklets and Student Handbook and promoted also through regional centres.
5. 6.2.5
   Status of programmes
   1. 6.2.5.1
      The structured approach to collaborative provision means that academic standards are consistent, and there is little likelihood of misunderstanding in terms of the standing of awards.
   2. 6.2.5.2
      Where there may be local implications, for example in terms of recognition of the delivery method used, or perhaps linked to salary awards on completion, these are covered and explained through links with employers (for example through the regional centre network) or discussed as part of the review process.
   3. 6.2.5.3
      Strong links are maintained with Professional, Statutory and Regulatory Bodies at both institutional level and through long-standing, reciprocal work on credits and exemptions.
6. 6.2.6
   Safeguarding against financial or other irregularities
   1. 6.2.6.1
      The ifs School of Finance continually monitors its processes and systems to protect the integrity of its awards and the quality of learning opportunities provided and to facilitate the identification and investigation of possible malpractice.
   2. 6.2.6.2
      There is an established policy of working with a single academic centre in any region (thus eliminating the possibility of excesses engendered by competition), and careful negotiation of the financial arrangements to support delivery (on conclusion of the prescribed implementation phase which, in turn, is backed by due diligence studies utilising, where necessary, the local financial services and academic communities).
   3. 6.2.6.3
      The academic centre contract also seeks to provide protection to both students and the ifs School of Finance. Similar protection is afforded through the central control of aspects such as recruitment and assessment.
7. 6.2.7
   Collaborative provision and risk management
   1. 6.2.7.1
      The safeguards noted under paragraph 6 apply, with the arrangements monitored through annual reporting and periodic institutional review.
   2. 6.2.7.2
      Alongside this, there is frequent contact arising from the central control of registrations with further intelligence and support available through the local community.
   3. 6.2.7.3
      Trends in student registrations, and the resulting impact on the negotiated funding arrangements, are monitored and discussed outside the (academic) review process.
   4. 6.2.7.4
      Collaborative provision is included on the risk management log reviewed by the Audit Committee and Board of Governors and is closely monitored through the wider academic governance structure. Risk exposure is assessed additionally through the Resource Allocation Model, which is used to measure the impact of changes in student numbers on provision both at programme and centre level.
8. 6.2.8
   Partnerships
   1. 6.2.8.1
      The ifs School of Finance has built its reputation on the quality and relevance of its awards and its commitment to bringing the academic and vocational together in an imaginative, ‘winning’ way. It seeks to match these values and objectives in its selection of partners. (This is regarded as equally important in the recruitment of tutors for the distance learning network.)
   2. 6.2.8.2
      Any tensions are identified and resolved through the review process.
9. 6.2.9
   Due diligence in the selection of partner institutions
   1. 6.2.9.1
      Relevant enquiries are conducted at the screening and implementation phases of academic centre recruitment supported, where necessary, through local organisations, including the financial services community, or through enquiry of agencies such as the British Council or by way of desk research.
   2. 6.2.9.2
      There are set criteria in terms of resource requirements to support students through ifs School of Finance programmes.
   3. 6.2.9.3
      Completed applications are reviewed and processed through the academic governance structure.
10. 6.2.10
    Underpinning agreements
    1. 6.2.10.1
       Appropriate contracts have been developed and tested over a period of time with the support of the legal advisers of the ifs School of Finance and as informed by guidance in QAA publications on collaborative provision. Contracts apply to partner institutions, including academic centres, and those delivering tuition through the tutor network.
11. 6.2.11
    Control of academic standards
    1. 6.2.11.1
       The contracts are designed to allow the ifs School of Finance full control over the academic standards of its awards.
    2. 6.2.11.2
       Further delegation of powers by academic centres is specifically excluded by the contract with prior discussion required in respect of any change to the agreed method of delivery.
    3. 6.2.11.3
       In addition, ‘serial arrangements’ are ruled out by the nature of the programmes and the controls exercised.
    4. 6.2.11.4
       Prior ifs School of Finance approval is required in the case of any geographical expansion in terms of delivery by any academic centre, and it is fundamental that tuition is provided on exactly the same basis as on the ‘home’ campus with any new facilities subject to inspection during the review process.
12. 6.2.12
    Ensuring that the quality of learning opportunities are adequate to enable achievement of the academic standards required
    1. 6.2.12.1
       There are common learning and support materials for all modes of study, including access to ifs KnowledgeBank (the online learning resource), and deliberate efforts are made both to share materials across modes (eg revision notes prepared primarily for those studying at a distance are distributed also to the academic centres) and ensure equal representation of views through the lead tutor initiative and the process for student representation (see Chapter 11 of this code on Student Representation Policy).
    2. 6.2.12.2
       In terms of collaborative provision, careful attention is paid to resources with guidance given through the screening phase, and quality management expectations are specified and measured as part of the validation process.
    3. 6.2.12.3
       Any exceptional performance (at either end of the scale) is picked up and managed/promoted through sessional review and the annual reporting process.
13. 6.2.13
    Dual and joint awards
    1. 6.2.13.1
       Where programmes leading to a dual or joint award are proposed, the capacity of the partners to engage is monitored with the authority to act enshrined in a contract and a check made on the statutes, procedures and values of each body to ensure ‘fit’ and capacity to act. In this way, the standards and quality of any awards are defined and assured (as referenced to the academic infrastructure).

       [In the case of the BSc (Hons) Financial Services/Associateship, the two awards are made simultaneously on successful completion of the programme.]

14. 6.2.14
    Programme specifications
    1. 6.2.14.1
       The ifs School of Finance programme specification template is a standard document (approved by the Programme and Validation Committee in January 2006) and includes clear indications as to level and the relevant subject benchmark group(s).
    2. 6.2.14.2
       The document also incorporates the educational aims of the programme; its intended learning outcomes and how these link to the learning and teaching and assessment strategies; the programme structure and requirements (including level and credits); progression; admissions and entry profile; and arrangements for quality assurance.
    3. 6.2.14.3
       The programme specification is made available to students on registration and an up-to-date version is maintained on the ifs School of Finance website to facilitate stakeholder access and help promote understanding of the programme concerned and the achievements of those completing it.
15. 6.2.15
    Achieving compliance with the code of practice on collaborative provision
    1. 6.2.15.1
       It is fundamental to any collaborative arrangement entered into by the ifs School of Finance that the precepts in this chapter are mapped carefully against the arrangement to ensure that all relevant provisions are fully applied, understood and monitored.
    2. 6.2.15.2
       Every effort is made also to communicate and explain the obligations imposed by the code on academic centres and those delivering the programme through distance learning.
16. 6.2.16
    Fulfilling the terms and conditions of collaborative arrangements
    1. 6.2.16.1
       The ifs School of Finance accepts its responsibility to ensure that the terms and conditions of collaborative agreements have been, and continue to be, met and any matters of interpretation/understanding resolved – as supervised by the Programme and Validation Committee. The review phase focuses on this aspect, but there is continuous contact with academic centres influenced by the central control of admissions, regulations and assessment, and linked to regular visits to discuss development issues.
    2. 6.2.16.2
       Annual review also presents the opportunity to monitor continuing compliance with the terms and conditions of the arrangement with periodic institutional review providing the platform to consider continuing strategic fit.
    3. 6.2.16.3
       The same approach relates to contractual agreements with ifs School of Finance partner institutions, which are kept under continuous scrutiny through joint programme committees and scheduled institutional reviews.
17. 6.2.17
    Monitoring and ensuring the proficiency of staff engaged on collaborative programmes
    1. 6.2.17.1
       Tutor criteria (see Chapter 5, Learning and Teaching) are published and monitored by the ifs School of Finance and are common across both the academic centres and for those appointed to the distance learning tutor network.
    2. 6.2.17.2
       All academic centres are asked to provide completed ‘approved tutor forms’ for those deployed on the programme(s).
    3. 6.2.17.3
       Academic centre review is structured so as to ensure that tutor development needs are considered and actioned, with sessional review highlighting any difficulties identified from student questionnaires or through comparative study of examination results. Concerns are then fed back to academic centres for comment and action or pursued with distance learning tutors.
    4. 6.2.17.4
       Centrally, the ifs School of Finance provides an induction template for tutors and suggestions for refresher courses linked to programme changes. There are also subject networks managed by lead tutors, with the emphasis placed on CPD opportunities, and all approved tutors have access to central on-line resources and the development programmes and biennial tutor conference run by the ifs School of Finance .
18. 6.2.18
    Recruitment and admission to programmes
    1. 6.2.18.1
       Entry requirements to programmes are centrally determined and monitored and regulated through Chapter 2 of this code (Recruitment and Admissions to HE).
    2. 6.2.18.2
       There is a well-defined path in terms of admissions with long-established precedents and unprecedented access to information sources built on the organisation’s professional body roots.
    3. 6.2.18.3
       Similarly, admission with advanced standing and credits is well defined and the respective criteria publicised.
19. 6.2.19
    Assessment and collaborative arrangements
    1. 6.2.19.1
       No distinction is made by the ifs School of Finance in terms of assessment across study modes. All students complete centrally prepared assignments and written examinations that are conducted in accordance with the defined assessment strategy which is, in turn, linked to the academic levels defined in the Framework for Higher Education Qualifications as influenced by relevant subject benchmark statements.
    2. 6.2.19.2
       Partner institutions are governed by the ifs School of Finance procedures in this regard – as set down in Chapter 10 of this code on Assessment of Students.
    3. 6.2.19.3
       Where coursework assignments are initially assessed by academic centres or distance learning tutors, this is completed in accordance with the accompanying regulations and to a prescribed marking template with external moderation and subsequent reporting to ensure consistency.
    4. 6.2.19.4
       External examining procedures for programmes offered through collaborative arrangements are consistent with the ifs School of Finance's normal practice in this regard – as set down in Chapter 9 of this code. Thus, the ifs School of Finance retains ultimate responsibility for the appointment and functions of external examiners and no circumstance is envisaged where delegation of external examining activity to partner institutions might be deemed appropriate.

       [In the context of the BSc (Honours) Financial Services/Associateship, and until the ifs S chool of Finance application for taught degree-awarding powers is determined, ultimate responsibility for the appointment of external examiners rests with the University of Manchester in accordance with the requirements of the QAA Code of Practice.]

    5. 6.2.19.5
       The nature of ifs School of Finance programmes, in terms of the part-time student body (with the majority employed in financial services); methods of delivery; and the emphasis on bridging the academic/vocational divide (often leading to a dual award), is distinctive and informs the nomination and appointment of external examiners.
    6. 6.2.19.6
       Careful briefings and induction sessions are offered so that external examiners remain alert to the learning environment and programme philosophy, thus allowing them to fulfil their roles effectively.
20. 6.2.20
    Certificates and transcripts
    1. 6.2.20.1
       Again, the principle of central control does not allow for deviation or any distinctions in respect of those studying under collaborative arrangements with all documents issued by the ifs School of Finance and subject to its security provisions.

       [Note that, in the case of the BSc (Honours) Financial Services/Associateship, degree certificates are produced by the University of Manchester whilst the ifs School of Finance is responsible for the preparation of Associateship certificates and transcripts. These documents do not record the tuition provider as it is common for students to use a combination of academic centre attendance and distance learning study.]

21. 6.2.21
    Channels for concerns, complaints and appeals
    1. 6.2.21.1
       The ifs School of Finance recognises the need for students to understand the nature of their relationship with it and the respective roles of the parties in terms of delivery of the programmes. This is captured from the outset of the relationship in the Student Charter.
    2. 6.2.21.2
       In addition, full details, including on how complaints and appeals should be progressed, are clearly explained through the Student Handbook (for degree and diploma qualifications) or the student induction pack (for professional qualifications) and via the student information published on the website (including Chapter 13 of this code on Academic Appeals and Student Complaints).
    3. 6.2.21.3
       Academic centre/ ifs School of Finance responsibilities are clearly defined in the appropriate contract.
22. 6.2.22
    Monitoring information relating to collaborative provision
    1. 6.2.22.1
       Academic centres rely mainly on centrally produced material and are contractually obliged to clear any tailored promotional campaigns (which are often co-produced, and presented) with the ifs School of Finance .
    2. 6.2.22.2
       The importance of this condition, and the imperative in terms of providing timely, accurate information to both registered and prospective students, is explored at the implementation and review phase, which includes discussion of brand use approval.
    3. 6.2.22.3
       In the wider context, the ifs School of Finance is alert to the need for it to take responsibility for programme information published in its name and to eliminate any prospect of misunderstanding about the status or nature of its collaborative arrangements. This is seen as a particular priority given the international delivery of its programmes and the need to protect the reputation of UK higher education generally as well as that of the ifs School of Finance .
    4. 6.2.22.4
       In addition to central provision of much of the information, and the contractual obligation to share details with the ifs School of Finance ahead of publication (see 6.2.22.1), publicity material is monitored during review visits and with the support, as necessary, of ifs School of Finance regional centres and affiliated institutes.

1. 6.3.1
   Access to, and guidance on, learning materials
   1. 6.3.1.1
      As noted in 6.2.12.1, there are common learning and support materials for all modes of study and all students are provided with details of programme and module specifications and the supporting assessment structures at the commencement of their study periods.
   2. 6.3.1.2
      The ifs School of Finance provides a study guide (and appropriate learning materials) to assist students in planning their studies to achieve the learning outcomes for each module
   3. 6.3.1.3
      The ifs School of Finance has a dedicated team which designs and commissions learning materials and resources for each module of study.
   4. 6.3.1.4
      The ifs School of Finance Customer and Student Services and Distribution teams are responsible for ensuring that students registered for a programme of study are sent the appropriate materials and study support information.
   5. 6.3.1.5
      For materials delivered through the ifs School of Finance ‘ myifslearning ’ portal, students are given guidance on how to access the learning resources through online and hard copy help guides.
   6. 6.3.1.6
      Further assistance is provided through the personal tutor or academic centre support network should students not receive the appropriate materials or be unable to access online resources.
   7. 6.3.1.7
      Students enrolled for enhancement and revision workshops can access details of locations and timings through the ‘ myifslearning ’ portal.
2. 6.3.2
   Periodic review
   1. 6.3.2.1
      The Degree and Diploma Session Review Group reviews educational and programme aims on an annual basis (for each programme of study) and by session for each module of study. Actions are agreed and monitored by the group through a schedule of quarterly meetings. The group considers, inter alia, student performance, student and tutor feedback and academic centre reports.
   2. 6.3.2.2
      Further details on the process for programme monitoring and review are contained in Chapter 7, Programme Design, Approval, Monitoring and Review.
3. 6.3.3
   Articulating programme requirements
   1. 6.3.3.1
      The ifs School of Finance provides information to prospective students through a programme brochure, which is updated on the website.
   2. 6.3.3.2
      Included in the information are details about the different modes of study and the support offered. The ifs School of Finance Customer and Student Services team provides advice and guidance to prospective students before they enrol.
   3. 6.3.3.3
      For the Professional and Applied DFSM ® programmes, the ifs School of Finance offers a learning styles and motivation questionnaire to help identify students’ preferred style of learning and support, which can help inform and identify students who may be ‘at risk’.
4. 6.3.4
   Learner support
   1. 6.3.4.1
      The ifs School of Finance Student Handbook articulates the support available to distance learners and provides guidance for students about the personal tutor system.
   2. 6.3.4.2
      Academic centres are required to articulate a clear schedule of learning support for students enrolled.
   3. 6.3.4.3
      The Student Charter articulates the expectations of each party in the ‘learning contract’, and brings together the existing information and advice provided to prospective students.
5. 6.3.5
   Preparing students for assessment
   1. 6.3.5.1
      The study material provided to students incorporates learning activities and review questions to test their understanding.
   2. 6.3.5.2
      A ‘revision pack’ is provided to guide students on examination preparation and offers the opportunity to complete a mock examination.
   3. 6.3.5.3
      Formative assignments for modules also provide an opportunity for personal tutors to feedback on progress.
6. 6.3.6
   Managing assessment
   1. 6.3.6.1
      The ifs School of Finance manages the process of centre invigilation for all summative assessment by examination. Each invigilator is required to follow guidelines and report on the conduct of the examination.
   2. 6.3.6.2
      For coursework assessment, students are required to confirm, by signature, that their submission is their own work, and markers and moderators are guided to identify and report any suspected examples of plagiarism.
   3. 6.3.6.3
      Progressively, students are being asked to submit coursework through a secure ‘soft’ copy.
   4. 6.3.6.4
      The ifs School of Finance is piloting the use of the ‘Turnitin’ software to assist with the identification and investigation of suspected cases of plagiarism.