MA Arts Administration and Cultural Policy

Programme Specification
Awarding Institution:
University of London (Interim Exit Awards made by Goldsmiths’ College)
Teaching Institution: Goldsmiths, University of London
Name of Final Award and Programme Title: MA Arts Administration and Cultural Policy
Name of Interim Exit Award(s): Not applicable
Duration of Programme: one year full-time, two years part-time
UCAS Code(s): Not applicable
HECoS Code(s): (100811) Creative Management
QAA Benchmark Group: Not applicable
FHEQ Level of Award: Level 7
Programme accredited by: Not applicable
Date Programme Specification last updated/approved: December 2020
Home Department: Institute for Creative and Cultural Entrepreneurship
Department(s) which will also be involved in teaching part of the programme:
Theatre and Performance; Music

Programme overview
The educational aims of this programme are informed by Goldsmiths’ and our partner
institutions’ declared focus on ‘the study of creative, cultural and social processes’. Our
collective approach is to develop arts administration as a creative discipline within arts
organisations and to take a ‘creative’ approach to new models of theory and practice.

This degree will be taught in partnership for certain pathways with the Music Department
and The Department of Theatre and Performance and with key individuals and
representative industry organisations in the cultural sector. [see partners in learning] This
programme is designed to allow students to gain the knowledge and skills to operate
effectively within the cultural sector in a diversity of roles. These will range from those in
administration and management within arts organisations to those within the local, national
and international cultural infrastructures. Students will be introduced to the specialist skills of
the sector but will also be able to engage with wider cultural debates. They will be able to
build on a historical and theoretical understanding of cultural and creative systems (from a
number of countries) and organisations to inform innovative practice in areas such as
strategic planning, programming, audience development , fundraising, intercultural work,

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cultural leadership, arts education, copyright, cultural tourism, cultural relations and
diplomacy and cultural identity.

All management and policy approaches on the programme start with creative arts and
potential audiences.

Programme entry requirements

This Masters Programme is aimed at graduates and those already working within creative
and cultural industries. Students should either have an undergraduate degree in the social
sciences or humanities: including the creative areas of drama, dance, music, visual arts,
film, video or media, or in an area of design as well as economics and cultural studies. It is
likely that candidates will have an interest in developing an entrepreneurial approach to their
own practice or that of colleagues (as part of a team), or an interest in developing the
creative and cultural industries infrastructure of a town/city/region. A 2:1 class honours
degree or its equivalent in a relevant discipline (outlined above) is normally required. Non-
native speakers of English will have to achieve a score of IELTS (6.5) and will be
encouraged while studying to use the resources of the English Language Centre.

Interviews will be undertaken in person or by phone/Skype. Applications will be initially

processed by the programme director to check for suitability to the programme and then
passed to admissions tutors for the options in appropriate departments for interview. For
those candidates where their application indicates a clear interdisciplinary between
departments joint or sequential interviews may be required.

CPD: Modules within this Masters Programme can also be taken as Professional
Development as ‘stand-alone’ modules. This can lead on a credit basis to the full Masters
degree – progression to the dissertation can be achieved by passing the four main modules.

Aims of the programme

To enable students to build on their existing experience or interest to develop knowledge
and skills within arts administration and cultural policy.

To enable students to develop a critical understanding of the cross sector and

interdisciplinary nature of both cultural organisations and the infrastructure, both state and
commercial that supports them.

To provide the context for students to develop their own thinking related to the sector in an
environment where they will receive expert academic and practitioner supervision.

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To enable students to both engage with the key issues of the discipline and provide them
with a body of work that can be used to develop a career within the sector.

To enable students through a work placement to gain experience of a work environment but
also to be able to critically analyse the ‘culture of the organisation’ and its management
practice.

To enable students through group based work, with colleagues from a diversity of
cultures/countries to develop an understanding and practice of communication [particularly
cross-cultural] and leadership skills.

What you will be expected to achieve

By fully participating in the programme students will have developed knowledge and
understanding and will be able to:

Knowledge and understanding

Code Learning outcome Taught by the following module(s)

A1 Have an informed critical understanding Cultural Policy and Practice
on the forms and formation of Cultural Dissertation
Policy in a number of countries - through
both primary engagement with, as well as
through writings about, cultural policy.
A2 Inform and shape their various practices Cultural Policy and Practice
(as administrators, managers, Dissertation
practitioners, policy makers etc.) in
response to contemporary and emerging
developments in the cultural and creative
industry sectors.
A3 Understand the complex relationship Cultural Policy and Practice
between theory and practice within the Dissertation
development of cultural policy and its
impact on cultural organisations in
different cultural contexts.
A4 Understand and evaluate contemporary Management and Professional
administrative and management practice Practice 1: Work Placement report
within arts organisations and their own Management and Professional
potential professional practice in relation Practice 2: Business Planning for Arts
to them. Organisations

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 Code Learning outcome Taught by the following module(s)
A5 Understand the key interdisciplinary and Management and Professional
cross sector elements that contribute to Practice 1: Work Placement report
creating a physical and economic Management and Professional
environment/infrastructure conducive to Practice 2: Business Planning for Arts
supporting and developing arts activity Organisations
and more broadly the creative industries.
A6 Understand the relationship between the Cultural Policy and Practice
Cultural Sector and that of the Creative Dissertation
Industries.

Cognitive and thinking skills

Code Learning outcome Taught by the following module(s)

B1 Develop a reflective approach to the Management and Professional
development of their administrative and Practice 1: Work Placement report
management practice. Management and Professional
Practice 2: Business Planning for Arts
Organisations
B2 Analyse political, economic, social, Management and Professional
technological, and legal contexts in Practice 1: Work Placement report
relation to developing a cultural policy. Management and Professional
Practice 2: Business Planning for Arts
Organisations
B3 Analyse the inter-relationship and inter- Cultural Policy and Practice
dependence of cultural organisations in Dissertation
the state and/or commercial sectors.

Subject specific skills and professional behaviours and attitudes

Code Learning outcome Taught by the following module(s)

C1 Demonstrate an ability to analyse cultural Cultural Policy and Practice
policy at a micro and macro level. Dissertation
C2 Apply a management structure, principals Management and Professional
and planning skills to cultural projects and Practice 1: Work Placement report
organisations. Management and Professional
Practice 2: Business Planning for Arts
Organisations
C3 Demonstrate an understanding of Management and Professional
different producing models of cultural Practice 1: Work Placement report
organisations. Management and Professional

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 Code Learning outcome Taught by the following module(s)
Practice 2: Business Planning for Arts
Organisations
C4 Work effectively as a member of a team Management and Professional
and/or as a leader in developing an Practice 1: Work Placement report
administrative/management approach to
a creative project or organisation.

Transferable skills

Code Learning outcome Taught by the following module(s)

D1 Employ effective communication skills. Cultural Policy and Practice
Dissertation
Management and Professional
Practice 1: Work Placement report
Management and Professional
Practice 2: Business Planning for Arts
Organisations
D2 Create a strategic plan for a cultural Management and Professional
organisation. Practice 2: Business Planning for Arts
Organisations
D3 Develop and employ learning strategies Cultural Policy and Practice
for the ongoing acquisition of skills and Dissertation
knowledge. Management and Professional
Practice 1: Work Placement report
Management and Professional
Practice 2: Business Planning for Arts
Organisations
D4 Summarise arguments of varying degrees Cultural Policy and Practice
of complexity and to present summaries Dissertation
in written form, indicating key issues and
priorities for more detailed consideration.
D5 Present systematically organised Cultural Policy and Practice
arguments orally to groups, and to defend Dissertation
them in critical discussion. Management and Professional
Practice 2: Business Planning for Arts
Organisations

How you will learn

Methods

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Goldsmiths recognises the importance of supporting student learning with high-quality
teaching though a variety of mechanisms, lectures, seminars, workshops, group research
projects with significant levels of individual tutorial support, particularly for dissertations. A
significant amount of the learning will be delivered though group projects and activities this
is designed to develop students’ individual communication skills and an experience similar
to that of the workplace environment as most organisations in the sector work in task based
teams.

VLE (Virtual Learning Environment)

This MA has an extensive VLE resource for reference documents and group forum work.
Peer learning is encouraged through interaction between VLE resources and group work.

Practitioners

Expertise is provided by departmental staff in all participating departments who are not only
dedicated, experienced teachers but are also distinguished practitioners and researchers in
their own right, working in national and international contexts. This programme also draws
on a large pool of visiting practitioners, academics and those working in the cultural sector
to provide a breadth of expertise and contact with current practice, both UK and
internationally. [See Partners in Learning Appendix]

Studying Arts Administration and Cultural Policy in London

The UK has a large cultural sector in both the state and commercial sectors. Many of these
organisations, theatres, orchestras, arts centres and festivals are based in London, although
the programme will also draw on relationships with creative organisations across the UK [in
particular in Manchester]. These organisations provide a unique research and placement
resource. In addition there are also further subject specific resources within industry support
organisations such as AMA Arts Marketing Association, The Agency and Engage as well as
European resources through ENCATC [European Network of Cultural Administration
Training Centres], AAAE [American Association of Arts Educators] in the USA and ANCER
in Singapore.

International Perspective

Many students on the programme come from overseas making a valuable contribution to
the learning environment by providing an international perspective on cultural policy and
cultural and, creative issues from their respective countries. In addition, staff members have
considerable expertise and experience of working and researching internationally in areas
that are directly relevant to the programme.

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How you will be assessed
The mix of assessment approaches across the programme is specifically designed to
encourage students to engage with developing their own pathway within a supportive
framework. This will provide them with the flexibility to undertake assessment within the
programme that relates to their own learning style but also potentially providing them with
outputs that can be used to develop their careers. We recognise that students must be
provided with feedback on their progress and achievements in order that they develop their
capacity to judge their own performance against the required standards. We therefore
incorporate feedback at all stages in the programme and provide it in a number of ways e.g.
individualised formal written feedback, oral feedback, collective feedback, peer feedback
etc.

Students’ written work will be assessed in a manner appropriate to the requirements of any
particular assignment. See also Additional Criteria below:

I. An ability to write lucidly and with focused relevance

II. An ability to identify and examine key issues in relation to the work in hand
III. An ability to draw upon and evaluate primary and secondary sources as appropriate
IV. An ability to sustain a critical response through the development of coherent analysis
V. Evidence of insight, intelligence and stylistic aptitude in presenting written criticism
VI. An ability to present the required work in a clear and appropriate form

In relation to assessed practice based or Portfolio module work students are assessed with
regard to:

I. An ability to reflect the practice accurately in a written or portfolio format, or both

II. An ability to identify and examine key issues in relation to the work in hand
III. An ability to draw upon and evaluate primary and secondary sources as appropriate
IV. An ability to sustain a critical response through the development of coherent analysis
V. Evidence of insight, intelligence and stylistic aptitude in presenting written criticism
and an aptitude to use the portfolio format creatively
VI. An ability to present, where relevant, a business plan that is accurate and sustainable
for the applied context

The Institute uses a variety of forms of assessment for different functions. Clearly, many
assessments contribute to the classification of your degree, but other assessments are
designed for diagnostic and developmental purposes. All assessment assignments must be
completed by the stated submission deadline, whether they contribute directly towards the
classification of your degree or form part of the regular monitoring of your progress and
development.

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Diagnostic assessment

ICCE students will undertake, in term 1, diagnostic writing or projects that will receive
formative assessment and feedback but not count towards the degree – they will NOT be
given a mark. This is to particularly assist student who have returned to Higher Education or
come from a different cultural background.

Forms of Assessment

ICCE prides itself on giving rigorous training in the various, and equally important, elements
which comprise the subject area of the disciplines covered. It is therefore appropriate that
your progress is monitored through assessments which encourage the full range of critical
approaches, theoretical models and modes of expressions.

Writing skills and presentation

Standards of expression and presentation are taken into account in the assessment of all
written submissions. Work will be penalised if not properly presented. Work will normally be
penalised if it is 10% more than or 10% less than the required word count.

Postgraduate (taught) degrees

Final marks are agreed at the Department of ICCE Sub-Board (MA students) in
October/November, attended by both internal and Visiting Examiners. They are then ratified
by the Chair of the College Board of Examiners.

The Sub-Board considers your final mark in relation to your entire portfolio of marks and any
mitigating circumstances that might apply. It makes classification recommendations to the
Chair of the College Board of Examiners, who will determine finally the classification of the
degree which the College will award.

ICCE also has a Part in Advance Exam Board in June. This is to progress part-time
students into their second year. The Board will also consider marks from term one modules
and is therefore able to offer September re-sits for failed modules.

Moderation of degrees

All assessments and examinations are second-marked by internal examiners. They are then
subject to monitoring by our Visiting Examiners who are appointed by the College. The
principal role of Visiting Examiners is to safeguard the standards of assessment both
internally within the Department and externally in comparison with other, similar, University
departments/degrees. Visiting Examiners will sample work from the entire range of essays,

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reports, examinations, project work, and production outcomes. They will then discuss marks
with internal examiners and tutors.

Marking criteria

Mark Descriptor Specific Marking Criteria

80-100% Distinction Represents the overall achievement of the appropriate learning
(Outstanding/ outcomes to an exceptionally accomplished level. Marks in this
Exceptional) category will be awarded for work which demonstrates a
conceptual mastery of the material, is highly original and
potentially shows new insights into both business and the
application of creative process.
70-79% Distinction Represents the overall achievement of the appropriate learning
outcomes to an excellent level. Marks in this category will be
awarded to work which shows conceptual and stylistic
distinction; which features a secure and discriminating
acquaintance with the field of study; which engages with the
subject in a notably intelligent way; and which is clearly and
accurately presented. The work will be of excellent
achievement in all or a consistent combination of the above
areas
60-69% Merit Represents the overall achievement of the appropriate learning
outcomes to a very good level. Some of the qualities of first-
class work may be found in this category but the difference will
be either of degree or realisation. The work will be
characterised by soundness of argument or analysis,
acquaintance with the field of study, coherence and relevance.
The work should be of high merit in all these areas, or
considerable merit in some areas and a good standard in
others.
50-59% Pass Represents the overall achievement of the appropriate learning
outcomes to a threshold level. Marks in this range will reflect
solid competence and achievement, although the work might
be partial rather than consistent in clarity, precision and
effectiveness. (It might, for example, rely too heavily on
secondary sources at the expense of personal critical activity;
be insufficiently detailed; or tend towards description rather
than analysis.) The work should be of good standard in the
areas listed in the classification above or good in some areas
and of a satisfactory standard in others.

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 Mark Descriptor Specific Marking Criteria
30-49% Fail Represents an overall failure to achieve the appropriate
learning outcomes. Marks in this range will reflect work that is
significantly inconsistent or flawed in relation to all or some of
the areas listed above. The work relies heavily on a very
limited research and is descriptive rather than analytical in
nature.
10-29% Bad fail Represents a significant overall failure to achieve the
appropriate learning outcomes. The work will be significantly
flawed, not respect appropriate reading or knowledge of the
subject area and will have attempted to address one of the
learning outcomes, but not all of them.
1-9% Very bad fail A submission that does not even attempt to address the
specified learning outcomes (shall be deemed a non-valid
attempt and must be re-sat.
0% Non A categorical mark representing either the failure to submit an
submission or assessment or a mark assigned for a plagiarised assessment
plagiarised

How the programme is structured

Duration of programme of study:

• Full-time: One calendar year

• Part-time: Two calendar years

CPD: With progression to the full degree, the dissertation/portfolio taken within four calendar
years. The Masters programme will contain four taught modules and a further dissertation
component. Students will have a range of choices throughout the degree enabling them to
design a pathway that is most relevant to both their academic, and career ambitions. Whilst
all students will take modules 1, 3 and 4 students can choose between options offered for
their chosen pathway for module 2. Attendance is mandatory for all taught sections of the
programme.

Degree Structure

• Cultural Policy and Practice (IC71110A) 30 Credits Term 1 [also a shared module]
• Management and Professional Practice 1: Work placement (IC71112C) 30 Credits
Term 2 & 3
• Management and Professional Practice 2: Business Planning for Arts Organisations
(IC71113A) 30 Credits Term 1,2 & 3

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 • Shared Modules (See appropriate codes below) 30 Credits Term 2 Chosen from [see
below]
• Dissertation (IC71111A) 60 Credits Term 1, 2 & 3

Module Title Module Code Credits Level Module Status Term

Cultural Policy and Practice IC71110A 30 7 Compulsory 1
EITHER IC71112C 30 7 Optional 2 and
Management and 3
Professional Practice 1:
Work Placement
OR IC71112B 30 7 Optional 1,2 &
Management and 3
Professional Practice 1A:
Culture of Management
Report
Management and IC71113A 30 7 Compulsory 1&2
Professional Practice 2:
Business Planning for Arts
Organisations
Dissertation IC71111A 60 7 Compulsory 1,2 &
3
PLUS, one 30 CAT module Various 30 7 Optional 2
selected from a range of
interdisciplinary modules

Academic support
Support for learning and wellbeing is provided in a number of ways by departments and
College support services who work collaboratively to ensure students get the right help to
reach their best potential both academically and personally.

All students are allocated a Personal Tutor (one in each department for joint programmes)
who has overall responsibility for their individual progress and welfare. Personal Tutors
meet with their student at least twice a year either face-to-face, as part of a group and/or
electronically. The first meeting normally takes place within the first few weeks of the
autumn term. Personal Tutors are also available to students throughout the year of study.
These meetings aim to discuss progress on modules, discussion of the academic discipline
and reports from previous years if available (for continuing students). This provides an
opportunity for progress, attendance and assessment marks to be reviewed and an
informed discussion to take place about how to strengthen individual learning and success.

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All students are also allocated a Senior Tutor to enable them to speak to an experienced
academic member of staff about any issues which are negatively impacting their academic
study and which are beyond the normal scope of issues handled by Programme Convenors
and Personal Tutors.

Students are provided with information about learning resources, the Library and
information available on Learn.gold (VLE) so that they have access to department/
programme handbooks, programme information and support related information and
guidance.

Taught sessions and lectures provide overviews of themes, which students are encouraged
to complement with intensive reading for presentation and discussion with peers at
seminars. Assessments build on lectures and seminars so students are expected to attend
all taught sessions to build knowledge and their own understanding of their chosen
discipline.

All assessed work is accompanied by some form of feedback to ensure that students’ work
is on the right track. It may come in a variety of forms ranging from written comments on a
marked essay to oral and written feedback on developing projects and practice as they
attend workshops.

Students may be referred to specialist student services by department staff or they may
access support services independently. Information about support services is provided on
the Goldsmiths website and for new students through new starter information and
induction/Welcome Week. Any support recommendations that are made are agreed with the
student and communicated to the department so that adjustments to learning and teaching
are able to be implemented at a department level and students can be reassured that
arrangements are in place. Opportunities are provided for students to review their support
arrangements should their circumstances change. The Disability and Wellbeing Services
maintain caseloads of students and provide on-going support.

The Careers Service provides central support for skills enhancement, running The Gold
Award scheme and other co-curricular activities that are accredited via the Higher Education
Achievement Report (HEAR).

The Academic Skills Centre works with academic departments offering bespoke academic
literacy sessions. It also provides a programme of academic skills workshops and one-to-
one provision for students throughout the year.

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Links with employers, placement opportunities and career
prospects
It is intended that students completing this programme will seek employment primarily in two
areas. Developing a career within cultural organisations in both the state and independent
sectors from large building based venues to small scale specialist or touring organisations.
Or contribute to the cultural support infrastructure from government at local, national or
international level, or to independent cultural organisations operating in the same field
including NGOs. Others may wish to work independently in a new or existing
interdisciplinary organisation utilising their own ‘expertise’, ‘consultancy’ or ‘knowledge’. It is
understood that many careers will cross sectors and art-forms and students will be
equipped to take advantage of this.

Partners in Learning

An indicative list - The Majority are used by MA Arts Administration and Cultural Policy,
some by MA Creative and Cultural Entrepreneurship. There are also many others we call
upon for specialist input. Personnel from all of the below have either taught or provided a
placement in their organisation (in many cases both) on the programme, some for the last 8
years. Alumni also now work for a number of them.

Age Exchange Theatre, Akram Khan, Albany Theatre, Deptford, Apples and Snakes, Ark 4
Art, Art Business Conference, Artsadmin, Asia House, Audiences Agency, Barbican,
Battersea Arts Centre, Birmingham Royal Ballet, British Council, Camden Arts Centre,
Chinese Arts Now, Chloë Nelkin Consulting, City of London Sinfonia, Clod Ensemble,
Cornershop PR, CPT Camden Peoples Theatre, Crafts Council, Culture Mile, Dash Arts,
Discover, Stratford, Donmar Warehouse, Drawing Room, Dulwich Picture Gallery, East End
Film Festival, Edinburgh Festival, English National Ballet, English National Opera, English
Touring Theatre, Film and Video Umbrella, Four Corners, Futurecity, Globe Theatre,
Greenwich & Docklands Intl Festival, Heart and Soul, Historic Royal Palaces, Horniman
Museum, ICA, Independent Theatre Council, International Intelligence for Culture, Jewish
Museum, Jus Like Music, LIFT (London International Festival of Theatre), London Handel
Festival, London Irish Centre, London Sinfonietta, London Symphony Orchestra, Lowry,
Lyric Theatre Hammersmith, Mono Box, Mousetrap Theatre Projects, Nest Collective,
Outside Edge, Oval House Theatre, Paines Plough Theatre, PAN Intercultural Arts,
Peckham Soul, Philharmonia Orchestra, Rich Mix, Royal Albert Hall, Royal Court Theatre,
Royal Opera House, Sadler's Wells, Serious - International Music, Shubbak, Soho Theatre,
Solid Space, Spitalfields Festivals, St John’s Smith Square, Stratford Circus, Sweet Art,
Tamasha Theatre, Tara Arts, Tate, The New Craftsmen, The Place, Theatre Peckham,
Yellow Earth Theatre.

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The requirements of a Goldsmiths degree
All taught postgraduate degrees have a minimum total value of 180 credits and involve one
calendar year of full-time study. Some programmes may extend over more than one
calendar year and, when this is the case, they have a higher total credit value. Programmes
are composed of individual modules, each of which has its own credit value. Part-time
students normally take modules to the value of 90 credits each year. If a programme has a
part-time pathway, the structure will be set out in the section “How the programme is
structured” above. Normally, all modules are at level 7 of the Framework for Higher
Education Qualifications.

More detailed information about the structure and requirements of a Goldsmiths degree is
provided in the Goldsmiths Qualifications and Credit Framework.

Modules

Modules are defined as:

• “Optional” – which can be chosen from a group of modules

• “Compulsory” – which must be taken as part of the degree

Progression

Some programmes may require students to pass specific modules prior to completion of the
dissertation/major project (or equivalent). Additionally, where a programme of study extends
beyond one calendar year, students may be required to pass specific modules in their first
year of study before progressing to the second year. Where this is the case, these
requirements will be set out in this Programme Specification.

Award of the degree

In order to graduate, students must successfully complete all modules specified for the
programme, as set out within the section “How the programme is structured” above.

Classification

Final degree classification is calculated on the basis of a student’s mean average mark
(based on credit value) across all modules on the programme.

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Masters degrees are awarded with the following classifications:

Distinction – 70%+
Merit – 60-69%
Pass – 50-59%

More detail on the calculation of the final classification is on our website.

Interim exit awards

Some programmes incorporate interim exit points of Postgraduate Certificate and/or

Postgraduate Diploma, which may be awarded on the successful completion of modules to
the minimum value of 60 credits or 120 credits respectively. The awards are made without
classification.

When these awards are incorporated within the programme, the relevant learning outcomes
and module requirements will be set out within the “What you will be expected to achieve”
section above.

The above information is intended as a guide, with more detailed information available in
the Goldsmiths Academic Manual.

Programme-specific rules and facts

The programme complies with Academic regulations. However, it should be noted that in
what regards the part-time pathway of the programme, the following rules apply:

• The dissertation can only be submitted in Year 2.

• Part-time students must normally pass all assessments taken in Year One before
proceeding to Year Two. The minimum number of modules to be able to progress to
the second year is 60 Credits.

General programme costs

In addition to your tuition fees, you will be responsible for meeting standard costs
associated with your study. Find out more information at gold.ac.uk/programme-costs.

Specific programme costs

Not applicable.

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How teaching quality will be monitored
Goldsmiths employs a number of methods to ensure and enhance the quality of learning
and teaching on its programmes.

Programmes and modules are formally approved against national standards and are
monitored throughout the year, such as in departmental committees, a variety of student
feedback mechanisms and through the completion of module evaluation questionnaires.
Every programme has at least one External Examiner who reviews comments annually on
the standards of awards and student achievement. External Examiner(s) attend Boards of
Examiners meetings and submit an annual written report.

Modules, programmes and/or departments are also subject to annual and periodic review
internally, as well as periodic external scrutiny.

Quality assurance processes aim to ensure Goldsmiths’ academic provision remains

current, that the procedures to maintain the standards of the awards are working effectively
and the quality of the learning opportunities and information provided to students and
applicants is appropriate.

Detailed information on all these procedures are published on the Quality Office web pages.

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