Module Information Governance Framework


Ensuring the accuracy of module information is an essential quality requirement. Swansea University currently has a range of practice in this area. This document details a framework which provides clear structure and responsibilities while being flexible enough to react to important feedback or unforeseen circumstances (e.g. external examiner comments, module feedback, staffing issues, sabbaticals).

Rationale for the Module Information Governance Framework

  • There is a requirement that we provide accurate module and programme information to current and prospective students in line with the Quality Assurance Agency’s (QAA) Quality Code (Course Design and Development) and to ensure CMA compliance.
  • The current systems are localised and there is no consistent monitoring of changes to module information. Without appropriate governance or accountability there is the risk that the module information we are displaying on the web site may be inaccurate and out of date.
  • A detailed framework is an important first step in ensuring the accuracy of module information across platforms. Inaccurate module information is the biggest category of student complaints. Canvas is where students primarily see their module information. Currently this information can differ significantly from the module proforma that current and perspective students can view on Course Pages. It is also felt that this module information that sits on module maintenance should fed Canvas – The framework aims to generate a single source of information that is kept up-to-date and accurate, that is checked on an annual basis, and which feeds Module Catalogue, Course Pages, and Canvas.
  • The Module Governance Framework identifies who is responsible for the various stages in this process and when these stages should ideally be completed.
  • It is important to build into this framework an element of flexibility to be able to respond to changing contexts e.g. sabbaticals, staff departures, poor or negative student feedback or external examiner comments.
  1. Work Flow – Changes to Modules
  • Changes to a module originate with and is the responsibility of the module co-ordinator via a module change form.
  • Once completed, the module change form is passed onto the Programme Director and/or the Board of Study to confirm that the changes to the module do not significantly change the flavour/content of the programme. This is to ensure the changes do not create imbalances in the programme diet or assessment profiles, and does not significantly distance the programme from its QAA subject benchmark statement.
  • Once confirmed by the Programme Director/BoS, the module change form is submitted to the Academic Quality & Assessment Team who liaise with the School Education Lead (SEL) for approval. This also enables the school to be aware of the changes and any impact this might have on their programmes’ structure or flavour, especially in consideration of major/minor/joint programmes.
  • Once approved by the SEL, the module must be updated on the module catalogue by a member of Quality & Assessment Team in the School. The task of updating the module on module maintenance is undertaken by a member of the professional services team to ensure there is control of and accountability for this process.
  • The academic member of staff must update the module on Canvas to reflect the approved changes and to ensure that the information on Canvas and in the module catalogue are identical.
  1. Module Information Update – Process

This process has been developed to ensure that module data is updated and accurate at key points and deadlines throughout the academic year and also to ensure the correct information regarding modules is held for other activities such as marketing, timetabling, work load allocation etc.

  • Between January – April (prior to the start of the next academic year) i.e January 2022 for September 2022 entry
  • Module co-ordinator reviews module based on own reflection of the performance of the module during the last session/term, this includes: ARQUE data; External Examiner comments; EVaSYS feedback; student survey data and associated actions plans.
  • If changes to the module are required then a module change form is to be completed and submitted to the SEL as outlined in the above workflow
  • The following table outlines that type of amendments that are categorised as minor or major.

Minor Amendment

The amendment must be completed on a Module Change Form and confirmed by the Programme Director.

Minor amendments include:

·       change of teaching block;

·       limited curriculum change;

·       limited change to book list

Major Amendment

The amendment must be completed on a Module Change Form and confirmed by the Programme Director and the School Education Lead and noted by the School Management Board.

Major amendments include:

·       module title,

·       learning outcomes; assessment type and pattern;

·       notes for catalogue


  • If the module review requires significant change such that a new module is required rather than a change to a module, then the new module process is activated starting with a discussion at the BoS.
  • By early January Programme Directors to produce a draft of the structure of the programme for the following academic year considering which modules are to be delivered in which teaching block, who is teaching/co-teaching the module it, module rules and programme structure; sabbaticals [teaching timetable]
  • By end-February modules rules are to be finalised and professional services staff in schools checks and enters module ready for module pre-enrolment. Module pre-enrolment can now take place.
  • In late March/April module pre-enrolment takes place. This activity feeds into timetabling to enable the development of a draft timetable by July.