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📋 Document Information

Version: 1.0
Status: Approved
Effective: 2025-05-01
Next Review: 2026-05-01
Owner: QA Office
Approver: Academic Board
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Programme Development & Validation Framework

The Open College

Contents

Document Control 1

1. Introduction: 2

2. Overarching Principles: 2

3. Stages of Programme Development and Validation 3

3.1. Stage 1: Programme Proposal and Conceptualisation 3

3.2. Stage 2: Programme Design and Development 4

3.3. Stage 3: Internal Review and Approval for Validation 6

3.4. Stage 4: External Validation (QQI) 7

3.5. Stage 5: Programme Implementation and Platform Build 8

3.6. Stage 6: Programme Monitoring, Review, and Enhancement 9

4. Policy Review 10

Document Control

Document Version

 1.0

Responsibility

 Leadership Team

Review Cycle

 Yearly

Next Review

 This policy is due for review upon publication of updated QQI QA guidelines in 2025/2026

Record of Revisions

Version Date Description Approved by
1.0 May 2025 Initial Version AB

Programme Development & Validation Framework

1. Introduction:

This framework outlines the structured, quality-assured approach to the development, design, approval, validation, implementation, and review of all QQI-accredited programmes at The Open College. It aligns with The Open College's Strategic Plan (2024-2026), the QA Manual 2025, and QQI's Core and Topic-Specific Statutory QA Guidelines, particularly the 'Statutory Quality Assurance Guidelines for Providers of Blended and Fully Online Programmes (QG8)'.

2. Overarching Principles:

The development and validation of programmes at The Open College are guided by the following overarching principles:

  • Learner-Centredness: Programmes are designed to meet the needs of diverse online learners, promoting engagement, flexibility, and successful outcomes.

  • Quality Assurance: All stages of programme development are subject to rigorous internal and external quality assurance processes, ensuring alignment with QQI standards and institutional best practice.

  • Strategic Alignment: Programme development is guided by The Open College's strategic objectives, market intelligence, and sector needs, particularly concerning flexible online education.

  • Collaborative Design: Programme development involves collaboration between academic staff, subject matter experts, the Education Technologist, administrative staff, and, where appropriate, external stakeholders and learners.

  • Regulatory Compliance: All programmes are developed in compliance with QQI requirements, relevant legislation (e.g., GDPR, European Accessibility Act), and institutional policies.

  • Continuous Improvement: The framework supports a cycle of ongoing monitoring, review, and enhancement of programmes based on data, feedback, and evolving best practice.

3. Stages of Programme Development and Validation

The programme development and validation process at The Open College is structured into the following distinct stages:

3.1. Stage 1: Programme Proposal and Conceptualisation

  • Description: This stage involves identifying the need for a new programme or significant revision to an existing programme, gathering evidence to support the rationale, and securing initial approval to proceed.

  • Key Activities and Considerations:

    • Needs Identification: Market research, learner demand analysis, employer/industry consultation, alignment with national skills policy and The Open College's Strategic Plan.

    • Rationale Development: Articulating the programme's purpose, target learner profile, and strategic fit.

    • Resource Assessment: Preliminary consideration of staffing, budget, technology, and support requirements.

    • Delivery Mode Suitability: Initial assessment of suitability for fully online or blended delivery based on criteria in the Online Learning Strategy.

    • Submission of Initial Programme Proposal to the Academic Board for in-principle approval.

  • Governance and Oversight: Academic Board, Leadership Team, Programme Development Teams (PDTs).

  • Relevant College Documents:

    • (1.1) INITIAL PROGRAMME PROPOSAL TEMPLATE

    • Programme Validation Framework (Section 2.1)

    • Online Learning Strategy

    • QA Manual 2025 (Section 1, 7)

  • External References:

    • QQI Core Statutory Quality Assurance Guidelines.

3.2. Stage 2: Programme Design and Development

  • Description: This stage focuses on the detailed design of the programme, including curriculum, learning outcomes, assessment strategies, learning materials, and delivery plans, specifically for the online environment.

  • Key Activities and Considerations:

    • Programme Philosophy and Aims: Defining vision, values, overall aims, and objectives.

    • Curriculum Design: Developing Module Intended Programme Learning Outcomes (MIPLOs) and Module Intended Module Learning Outcomes (MIMLOs), ensuring constructive alignment. Mapping learning outcomes to assessment methods.

    • Online Pedagogy: Explicit application of The Open College's Online Learning Framework, including principles of structured flexibility, tutor presence, synchronous/asynchronous balance, active and reflective learning, and Universal Design for Learning (UDL).

    • Accessibility: Designing all content, interactions, and assessments in line with WCAG 2.1 and EAA 2025 requirements, supported by the Education Technologist and 'Accessibility Basics' training (ref: Staff Training Development Plan).

    • Assessment Strategy: Developing fair, valid, reliable, and authentic assessments suitable for online delivery, addressing academic integrity (including AI use) as per the Assessment Policy and 'AI & Academic Integrity' training (ref: Staff Training Development Plan). Utilisation of the 'Accessible Assignment Template'.

    • Learning Materials and Resources: Planning for the creation/curation of accessible and engaging online learning materials; considering Open Educational Resources (OERs).

    • Technology Integration: Purposeful selection of digital tools and platforms (Moodle, BigBlueButton, etc.) to support learning and engagement.

    • Workload Calculation: Ensuring learner effort aligns with credit value.

    • Staffing and CPD: Identifying staffing expertise and any CPD needs for online delivery (ref: Staff Training and Development Policy).

    • Drafting of Programme Specifications, Module Descriptors, and sample Assessment Briefs.

  • Governance and Oversight: Programme Development Teams (PDTs), Education Technologist, Programme Leaders, Academic Board.

  • Relevant College Documents:

    • Programme Validation Framework.docx (Section 2.2)

    • Online Learning Framework

    • Assessment Policy

    • Equality, Diversity and Inclusion Policy

    • QA Manual 2025 (Sections 7, 9, 10, 11)

    • Procedures Document (Version 9) (Sections 7-11)

    • Sample Template (11) Module Descriptor

    • Sample Template (13) Assessment Brief Template

    • Sample Template (12) MIMLOs

    • Staff Training Development Plan - AI & Accessibility

  • External References:

    • QQI Statutory Quality Assurance Guidelines for Providers of Blended and Fully Online Programmes (QG8).

3.3. Stage 3: Internal Review and Approval for Validation

  • Description: This stage involves rigorous internal review of the drafted programme documentation to ensure completeness, coherence, compliance with QQI and institutional standards, and readiness for external validation.

  • Key Activities and Considerations:

    • Internal Peer Review: Review by senior academic and QA staff.

    • Documentation Check: Ensuring completeness and consistency of all validation documents (Programme Descriptor, Module Descriptors, Assessment Strategy, Staffing Plans, etc.).

    • Compliance Audit: Alignment with QQI Core and Topic-Specific Guidelines (especially QG8), Online Learning Framework, Assessment Policy, and other relevant institutional policies.

    • Suitability for Online Delivery: Specific review of pedagogical design, learner support, and technical infrastructure for fully online programmes.

    • Feedback and Revision: Addressing feedback from internal review and making necessary revisions.

    • Formal Submission to Academic Governance Committee (or equivalent Academic Board function) for approval to proceed to QQI validation.

  • Governance and Oversight: Academic Board, Academic Policy and QA Committee, Leadership Team.

  • Relevant College Documents:

    • Programme Validation Framework(Section 2.3, 2.4).

    • QA Manual 2025 (Section 8, Governance sections).

    • Strategic and Operational Management Structure - The Open College

    • Procedures Document (Version 9) (Section 8).

  • External References:

    • QQI Core Validation Policy and Criteria.

    • QQI Programme Validation Manual for Providers.

3.4. Stage 4: External Validation (QQI)

  • Description: This stage involves submitting the programme to QQI for external validation and engaging with the QQI validation panel process.

  • Key Activities and Considerations:

    • Preparation and Submission: Compiling and submitting all required documentation to QQI via their designated system.

    • Validation Panel Engagement: Responding to pre-panel queries, hosting site visits (virtual or physical), and making relevant staff available for interviews.

    • Addressing Conditions/Recommendations: Responding to panel feedback, revising documentation if necessary, and confirming actions with QQI.

    • Post-Validation Actions: Updating QQI database, internal programme registers, marketing materials, and initiating platform build.

  • Governance and Oversight: Programme Development & Validations Officer, Leadership Team, Academic Board.

  • Relevant College Documents:

    • Programme Validation Framework.docx (Section 3)

    • QA Manual 2025.docx (Section 8)

    • Procedures Document (Version 9) IN PROGRESS 2025.docx (Section 8)

  • External References:

    • QQI Core Validation Policy and Criteria

    • QQI Statutory Quality Assurance Guidelines for Providers of Blended and Fully Online Programmes (QG8)

3.5. Stage 5: Programme Implementation and Platform Build

  • Description: Following successful validation, this stage involves preparing for the launch and delivery of the programme, including VLE setup and staff/learner preparation.

  • Key Activities and Considerations:

    • VLE Course Creation: Building Moodle course shells using approved templates, ensuring accessibility and consistent navigation (ref: Online Learning Framework, QA Manual).

    • Content Population: Uploading and organising learning materials and activities.

    • Staff Briefing and Training: Ensuring all teaching and support staff are familiar with the programme, online delivery model, and relevant platforms/tools (ref: Staff Training and Development Policy).

    • Learner Onboarding: Developing and delivering induction materials and sessions specific to the online learning environment (ref: QA Manual, Procedures Document - Learner Support).

    • Final QA Checks: Education Technologist reviews and signs off on course readiness, including accessibility and functionality.

  • Governance and Oversight: Education Technologist, Programme Leaders, Operations Manager.

  • Relevant College Documents:

    • Online Learning Framework (Section 3, 4).

    • QA Manual 2025 (Sections on VLE Standards, Learner Support).

    • Procedures Document (Version 9) (Sections on Programme Design, Learning Environment).

    • Staff Training and Development Policy

3.6. Stage 6: Programme Monitoring, Review, and Enhancement

  • Description: This stage involves the ongoing monitoring of the programme post-launch, cyclical reviews, and the implementation of enhancements to ensure continued quality and relevance.

  • Key Activities and Considerations:

    • Data Collection: Gathering data on learner engagement (Moodle analytics), progression, completion rates, and achievement.

    • Feedback Mechanisms: Systematic collection of feedback from learners (module evaluations), staff, and external stakeholders.

    • Annual Programme Monitoring: Reviewing programme performance against intended outcomes and benchmarks.

    • Cyclical Programme Review: In-depth review of the programme at defined intervals, leading to action plans for improvement or revalidation.

    • Implementing Enhancements: Making evidence-based changes to curriculum, assessment, delivery, or support services.

    • Reporting: Communicating review outcomes and action plans to relevant governance bodies (e.g., Academic Board) and stakeholders.

  • Governance and Oversight: Academic Board, Academic Policy and QA Committee, Programme Leaders, Education Technologist, Operations Manager.

  • Relevant College Documents:

    • QA Manual 2025 (Section 12, and relevant review procedures)

    • Online Learning Framework.docx (Section 6)

    • Assessment Policy (Section 7)

    • Procedures Document (Version 9) (Section 12, 8.4)

4. Policy Review

  • Cycle: This Programme Development and Validation Policy Framework will be reviewed every three years, or earlier if significant changes occur in QQI guidelines or institutional strategy.

  • Responsibility: Academic Policy and Quality Assurance Committee, with final approval by the Academic Board.

  • Process: Review will involve consultation with relevant staff, consideration of feedback from validation processes, and alignment with the overarching QA Manual.