Student Regulations 2013 220813

Student Regulations
Procedures and policies

September 2013 version
These regulations are valid for the academic year 1 September 2013 to 31 August 2014. The regulations are updated every year and the most up to date regulations are available on the OCA Student website.
Open College of the Arts Student Support
STUDENT REGULATIONS, PROCEDURES AND POLICIES CONTENTS
A B C D E F G H I J K L M N O P
Conditions of Enrolment Academic Regulatory Framework Admission Requirements Mitigating Circumstances Policy Implications for Degree Students of Withdrawals and Non-completion of Units Complaints Procedure Tutor Transfer Policy Learner Support Strategy Appeals against Assessment Outcomes Procedure Offensive Content Policy Data Protection and Confidentiality Policy Deferrals, Extensions and Reinstatements Plagiarism and Malpractice in Coursework and Assessments Disciplinary Procedure Equality and Diversity Policy Student Association Constitution
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Document A
CONDITIONS OF ENROLMENT
MAIN PARAMETERS
1. General a. This document provides a formal statement of the Conditions of Enrolment which apply to both parties (i.e. the student and the OCA) from the point at which an enrolment fee is accepted by the OCA until the student ceases to be active (for definition, see 3d below). By enrolling with the OCA, all students are deemed to accept these terms and conditions. The Conditions of Enrolment are sent out to all students at the point of enrolment or reenrolment and are also freely available on the OCA website. All students are urged to read them prior to starting work on their course unit. Should any student be unable or unwilling to agree to the conditions set out in this document, a full refund is available, provided the all course materials (including your student card, books and notepads) are returned to the OCA Head Office in an as new condition within 14 days of receipt (see 5a for more details). The Conditions of Enrolment cover the contractual relationship between the student and the OCA. There are, however, two other important documents which all students should be aware of and are also freely available. These are: the Student Regulations. These provide more details of the academic rules which govern the interactions between students, the OCA and our validating university (the University for the Creative Arts - UCA). The Student Regulations include the Academic Regulatory Framework which defines the parameters for obtaining an HE qualification. It also contains the more detailed versions of policies and procedures such as Mitigating Circumstances or Tutor Transfers. the Student Handbook. This document provides practical advice for students on how to get the best out of their learning experience with the OCA. The Student Handbook contains an important Partnership Statement, developed jointly with the OCAs Student Association (OCASA), which seeks to capture the spirit of the relationship between students and the OCA; in particular this expands on the principle that both parties have responsibilities, as well as rights. The OCA undertakes to consult with OCASA over any significant changes to the Conditions of Enrolment. Interpreting what constitutes a significant change is for the OCA. However, OCASA representatives have the right to raise any concerns through the Teaching and Learning Committee.
b.
c.
d.
2. Status as an undergraduate or personal development learner a. In line with the OCAs open access policy, all students whose enrolment is accepted will have access to tutorial support and will be supported to derive maximum value from their studies. However, not all those who enrol will be able to reach degree level standards or indeed will wish to complete the full degree programme. This leads to two parallel strands of OCA learners: those who are studying with a view to gaining an HE qualification (undergraduates ) and those studying for pleasure and personal development (personal development learners). Both groups study the same materials and carry out the same assignments, but the type of feedback given by tutors will vary according to the strand1. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
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Students in the undergraduate strand will receive (potentially) more challenging feedback, pitched at the relevant HE level; while personal development students will receive feedback designed to raise their skills and understanding, but without necessarily reaching degree level.
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b.
Students in the personal development learner strand cannot submit their work for formal assessment. Students on their first Level 1 (HE4) course unit who are undecided should seek advice from their tutor. Students who start out in the personal development learner strand may be able to move into the undergraduate strand, provided their tutor agrees that they appear to have the potential to reach the required standards. Such a decision has to be made before the deadline for submitting work for assessment at the end of the first course unit, as it is not possible to claim retrospective credits for units which were not assessed at the time. It is the students responsibility to notify OCA Head Office if they decide (having consulted with their tutor) to change strands. Coverage These Conditions of Enrolment apply to all students enrolling on all course units at all levels, irrespective of which strand they are on, other than where stated explicitly. Separate Conditions of Enrolment apply to postgraduate students. Students on the undergraduate strand will also be registered with the UCA. The dual registration starts from the point at which work is submitted for assessment at the end of the first unit. From then on, students will be subject to the relevant regulations of the UCA, as well as those of the OCA. The OCAs Academic Regulatory Framework, included in the Student Regulations, is based on the equivalent UCA document and ensures the two frameworks are consistent (and see Section 8 below). The OCAs Conditions of Enrolment (subject to amendments, additions and other changes introduced from time to time) continue to apply during the entire period a student is active or until they graduate2. Active students are defined as falling into one of the following groups: on-programme (course unit is in progress); awaiting assessment of most recently completed course unit; had work assessed within the last 12 months, but not yet re-enrolled; on an agreed deferment from current course unit. Entitlement Payment of the enrolment fee for course units entitles all students to defined core components. These fall into three groups (programme of study, advice and guidance, and community). The core components under programme of study are: a set of the course materials which provide a structured learning pathway; individual tutorial support to provide feedback on assignments for a period of up to 24 months (other than when extensions are approved in advance); a library of resources to support students learning pathways and widen understanding3; assessment of work at the end of each course unit with a view to the award of HE credits (undergraduates only), if successful. The core components under advice and guidance are:
c.
d. 3. a. b. c.
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4. a. b.
c.
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A student completing their final Level 3 (HE6) course unit ceases to be active from the point at which their degree class is notified, following a Degree Board.
3
It is acknowledged that, as at 1 September 2012, coverage of library resources is limited. However, the OCA is committed to expanding the range of such resources as quickly as possible and progress will be reviewed by the Teaching and Learning Committee on which students are represented by OCASA.
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an induction unit, to help students get the best out of their learning experience especially those who are new to HE and/or open learning4; guidance materials to provide additional advice on key aspects of the teaching and learning model; telephone and email support from OCA Head Office staff as and when difficulties are encountered in following the chosen programme; access to reasonable learner support if financial or other barriers prevent students from following their chosen programme. d. The core components under community are: interaction with fellow students through the OCA Student website; membership of the OCA Student Association (OCASA); access to student discounts such as the NUS Extra card. There are other components which students are strongly encouraged to access (e.g. study visits, student generated initiatives). However, these are not part of the core entitlement and their availability cannot be guaranteed across all subjects and geographical areas. A number of study visit places may be reserved for students who have not attended before, so OCA cannot guarantee to allocate places on them on a first come first serve basis. The course unit fee as quoted is non-negotiable. In particular, any students unable or unwilling to take up one or more of the components listed above will not be entitled to a partial refund.
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f.
FINANCE AND ICT-RELATED

g. h. Financial aspects For a period of up to 14 days after receipt of the course materials, students can claim a full refund by returning the materials complete, (including the student card, books, note pads and course materials) in excellent condition, securely packed and by recorded delivery - to arrive at the OCA by the end of the 15th day. After this initial period, the materials will be deemed to belong to the student and will be non-returnable. The OCA accepts that, for students living outside the UK, it will sometimes be unrealistic for materials to be returned in the timescale set out in 5a. Where this is the case, overseas students must notify the OCA by email by the end of the 14th day if they want to take up the full refund offer, providing a target date for return of the materials in excellent condition, as described above. Once the 14 days have elapsed, the OCA will still consider making a partial refund for a period up to 30 days of receipt of course materials. The amount to be refunded would depend on the level of the course unit but is calculated on the basis of charging for the course materials, distribution costs, up-front fee for the tutor, and administrative costs but refunding the balance. Refunds are not payable after the 30 days have elapsed. If students have paid for multiple course units up front, but decide to withdraw before starting a second or subsequent course unit, they will be entitled to a full refund for any course units not yet started, provided they inform OCA Head Office before the course materials are dispatched. For any course units where materials have already been dispatched but no assignments have been submitted, the provisions of paragraphs a, b and c above will apply.
i.
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At the time of issuing these Conditions (September 2012), the Induction unit was still being finalised. It is hoped to have it available for launch during December 2012.
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l.
Refunds for courses paid for as part of a full level enrolment are calculated as though each course has been paid for separately (hence the discount for a full level enroment is not refundable).
m. Any refunds paid will be calculated on the basis of the fee actually paid by the student at the time of enrolment, not the fee currently applying (if there has been a subsequent increase). n. Different fee levels apply depending whether students live in the UK, outside the UK but within the EU, or outside the EU. Up to date information on fees is always available on the OCAs website at: http://www.oca-uk.com/help/fees-and-enrolment#d3 Where students live outside the UK, OCA accepts no financial liability for any additional costs that may be levied by customs offices, whether in the destination country or in any of the countries through which OCA-related packages may pass in transit. Individual students will be responsible for meeting any such costs. When submitting work for formal assessment at OCA, students will be charged for any excess postage weight. Maximum weight allowed for formal assessment is 20 kilos. Note that any debts to OCA which remain unpaid will result in withholding the ability to graduate. Fees for OCA course units and supplementary charges are adjusted from time to time. Such increases will be announced in advance and are normally introduced with effect from 1st September each year. OCASA will be consulted over any price increase in advance, but the final decision rests with OCA Trustees. Any price increases will only be applied from the point at which on-going students re-enrol. No supplements will be levied mid-course. No refunds are made if students withdraw after the initial refund period, other than where responsibility lies with the OCA. Students who are meeting their fees through instalment payments will still be responsible for paying the balance outstanding at the time of withdrawal. The OCA reserves the right to suspend tutor support for any student who is paying by instalments but falls behind with their payments. This will be reinstated when the outstanding payments are received in full (although no additional time for study will be given, unless an application for deferment or extension has been approved). Students who experience financial hardship should contact the Senior Academic Co-ordinator (Learner Support) immediately, so as to explore the scope for making special arrangements. Any payments still outstanding after a period of 28 days will be referred to OCAs debt collection agency and subject to a surcharge of 15% (plus VAT at the prevailing rate) to cover the collection costs incurred. Any such surcharges (including legal fees) will be the responsibility of the student and are legally enforceable. Any students with outstanding fees will not be permitted to submit their work for formal assessment.
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r. s.
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w. Students seeking bursaries supplied by OCA to support their studies at OCA may not do so retrospectively. 5. Use of ICT a. b. Given the open learning model of the OCA, it is essential that students are able to have regular use of a computer with internet access (for exceptions see f below).
In addition, all students must be competent at carrying out basic tasks using a computer. Examples of basic tasks include receiving and sending emails, adding and opening attachments, searching the web, and opening and running files from the web5. There may be !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
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More details are given in the Admission Requirements document in the Student Regulations.
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additional requirements applying to specific course units (e.g. access to, and familiarity with, notation software for Composing Music and photo-manipulation software for Photography students). These latter requirements will be made clear in the course materials. c. The OCA will provide limited support by email or phone for ICT queries directly related to their OCA learning experience (e.g. issues with registering for the student website or opening a video on the blog). However, the OCA accepts no responsibility for providing general technical ICT support. It is students responsibility to maintain their computer in good working condition and to resolve any software issues that are not directly linked to the OCA websites or course materials. All students are required to use effective, up to date virus protection at all times. The OCA also commits to adopting best practice in securing and maintaining its systems. However, the OCA cannot be held liable for any problems with students ICT equipment arising from actual or alleged viruses or Trojans emanating from tutors or Head Office. Moreover, students supplying OCA with infected data (via CD, email, USB stick for example) may be required to compensate OCA for damaged IT infrastructure. OCA reserves the right to have access to all OCA student blogs, even if hosted anonymously and settings are private so that OCA can monitor student work for plagiarism and copyright infringement. Students must not post Bridgeman Education Art Library images on the open web. The OCA is willing to make occasional exceptions to the requirement for students to have access to ICT (i.e. the position set out in paragraph a above). Exceptions may include students with special or additional learning needs, or those in custodial institutions who are not able to use a computer or access the internet. In such circumstances, students must make the position explicit with the OCA Head Office at the time of enrolling or within the 14 day window for full refunds. If the OCA is willing to make exceptions to this general principle and provide a customised arrangement, this will be confirmed in writing (or by email) and the position explained to the tutor on the students behalf. If the OCA turns down a request to deliver tutor services on a non-ICT basis at the outset (i.e. as in f), a full refund will be given. However, if a student does not explain the situation and gain exemption at the outset but subsequently withdraws as a result of not being able to carry out basic tasks using ICT that will not be grounds for any refund after the 30 day window. If any student were to become unable to use ICT, after having started the course unit in good faith (e.g. because of a new medical condition), OCA would use its best endeavours to keep providing tutorial support on a flexible basis and without additional charge. However, this cannot be guaranteed and students would be asked to provide evidence of the new circumstances (e.g. a letter from their doctor or qualified medical practitioner).
d. e.
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g. h.
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6. Data protection a. The OCA will keep personal data of two types: data which has a direct relevance to managing the learning process (e.g. contact details, tutors allocated, assignments submitted); data which enables the OCA to monitor its open access, and diversity and equality policies (e.g. highest prior qualification reached, ethnicity). Data on the latter is only reported in aggregate. In defined situations only, the OCA will keep personal data concerning physical or mental health. Such situations arise when students notify additional needs, or are applying for a deferral or extension on medical grounds.
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c. d.
Personal and learning-related information directly relevant to individuals study will be passed to tutors - but never to any third parties, without students express prior permission. Details about students personal finances will only be kept where they are directly relevant, such as in connection with making payments by instalments, or applications for funding from the OCA Learner Support Fund or Student Finance England (or Wales or Northern Ireland). Such financial records are destroyed as soon as they cease to be directly relevant. The OCA is registered with the Information Commissioners Office and has its own Data Protection and Confidentiality Policy (see Student Regulations). All data will be held under the provisions of that policy. In brief, information must be: fairly and lawfully processed; processed for specified purposes; adequate, relevant and not excessive; accurate and up-to-date; not kept for longer than is necessary; processed in line with individuals rights; secure; not transferred outside the European Economic Area without adequate protection. Students registered on a degree programme will also be asked to supply personal and learningrelated data for the UCAs records (for registry and accreditation purposes). All such data supplied to the UCA will be held under the provisions of the latters own data protection policy.
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ACADEMIC PATHWAYS
7. a. Academic Regulatory Framework A number of key requirements, in terms of processes and timescales, are set out in the Academic Regulatory Framework. These also deemed to be a part of the Conditions of Enrolment, so far as undergraduates are concerned.
b.
The full document is set out in the Student Regulations, but students attention is drawn in particular to the sections on: maximum period of registration for a degree (i.e. 12 years) Section 2.36; target period for completion of Levels (i.e. 4 years) Section 2.5 rules applying to interruptions (gaps between completion of one unit and enrolment on the next one) Section 2.6 withdrawals Section 2.7; transfers between course units see Section 2.8; assessment marks see Section 3.2; deadlines for assessment events see Section 3.3; deferred assessment see Section 3.4; failure and re-assessment see Section 3.5; appeals against assessment outcomes see Section 3.67; !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
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Every effort will be made by the OCA in conjunction with UCA, our validating university to apply flexibility in any instances where students were registered for the full degree prior to the introduction of this time limit.
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Please note that the only grounds for making an appeal against an assessment outcome are if the process itself has been unfair or flawed in some way. In particular, there is no right of appeal against the grade awarded. Academic judgements made by the assessors are in any case subject to scrutiny by external examiners appointed by UCA, the validating university.
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c.
plagiarism and malpractice see Section 3.9.
Students attention is also drawn to the Offensive Content Policy in the Student Regulations. This expressly forbids the creation, display, production and circulation "# content which could be perceived as abusive or offensive - and applies to work in any form or any medium. Admission requirements Although OCA course units are designed to be open access, there are three general requirements which apply to students enrolling on all course units, namely facility in written English, regular use of a computer with internet access, and basic ICT skills. More details are set out in Section 6 of these Conditions of Enrolment and the Admissions Requirements document in the Student Regulations. Students who enrol on course units without meeting these requirements will not be eligible for a refund unless a resolution has been agreed with the OCA from the outset and confirmed in writing (or by email). Although not a requirement, students who have struggled with Level 1 (HE4) course units (e.g. marks in the low to middle 40s) are strongly advised to talk through future options with a member of the Academic Services team at Head Office before enrolling onto a Level 2 (HE5) unit. It is even more important to take stock between Levels 2 and 3 (HE5 and 6); students are not normally recommended to go onto Level 3 (HE6) unless they have a good chance of completing their degree successfully; but the options are best discussed on an individual basis. If students gain less than 50% on their first level 2 course, they are not permitted to enrol on any level 3 courses until the result of the second level 2 course is known. If the average of both level 2 courses is less than 50% the students should discuss future options with the Curriculum Director before enrolling on any level 3 courses.
8. a.
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9. Direct entry to higher levels a. Those in the undergraduate strand must complete all the specified credits at each level before progressing to the next level8. This requirement applies also in situations where applications have been made for credits to be awarded at the lower level by accreditation of prior learning (APL). The application must have been submitted before students may enrol on a higher level course unit. Having completed the final course unit at one level (or having applied for APL to achieve the equivalent position), students are permitted to enrol straightaway on a course unit at the higher level, before receiving the result of that assessment. However, if the outcome from the assessment (or APL submission) is a fail, they will be required to suspend/defer their studies at the higher level until they have secured the credits required at the lower level through resubmission. In extreme cases (i.e. when students fail even on resubmission to gain the lower level credits), the student would regretfully be withdrawn from the degree programme although they may qualify for an Exit Award. The student would also have the option of completing the higher level unit as a personal development learner should they wish, provided it was clearly understood they would not be able submit their work for assessment, since they would no longer be registered with the accrediting university. Any students applying to enrol on a Level 2 or 3 (HE5 or 6) without being able to provide evidence of having obtained all the credits at the lower level learning will be advised that they will
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There could be occasional exceptions to this general rule (e.g. students wishing to study the three Composing Music units in sequence), but any such exemptions must be agreed with the Academic Registrar in advance and confirmed in writing.
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be classed as a personal development learner and not be eligible for formal assessment of the work on the higher level course unit (but see Footnote 8 for a possible exception). Such students will be required to complete a form indicating their understanding of this position.
COURSE-RELATED
10. Updating of course materials a. The OCA is continually improving its course materials9 and there will therefore be occasions on which students will still be studying the previous version of a course unit, despite a revised one having been issued subsequently. In such situations: students should continue to use the original materials, as sent out at the beginning of their course unit; tutors will continue to provide feedback on the assignments as defined in the original version (if different); work will be assessed against the criteria applying at the time of the original course materials being sent out.
b.
11. Withdrawing course units a. b. The OCA will, from time to time, withdraw course units as they come to the end of their useful life and introduce similarly focused but more up to date course units. In such situations: OCA will give a minimum of 3 months notice of such withdrawals; tutor support will be provided for (up to) the full 24 month period for students already enrolled on the course units to be phased out; credits for such units will continue to be valid for (up to) the full 12 year period during which students must complete their degree programme.
12. Copying course materials a. b. Students may copy 10 excerpts from OCA-supplied course materials, provided it is for their own use in connection with their studies. However, copying material for passing on to third parties outside the OCA is expressly forbidden. Failure to observe this instruction would result in disciplinary action being taken against the student.
13. Allocation of tutors a. It is the responsibility of the OCA to allocate tutors to students for all Level 1 (HE4) and Level 2 (HE5) course units. Generally, different tutors will be allocated as and when students re-enrol, as there is benefit to the student from receiving different - but complementary - insights. In exceptional cases (e.g. where students have an area of special interest), they may indicate a preference for a specific tutor - but the OCA is not obliged to allocate the requested tutor.
b. c.
For all Level 3 (HE6) course units, students have a right to indicate a preference for a tutor on the list approved for that course unit. Whilst the OCA will use best endeavours to make that tutor !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
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OCA will use best endeavours to give advance notice of plans for revisions of courses, so students should usually be aware in advance if a new version of a course is imminent. 10 The reference to copying here is to photocopying or scanning for private use. Using excerpts from the course materials in assignments, without appropriate references, would of course constitute plagiarism.
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available, it will not always be possible. In these circumstances, the OCA will suggest suitable alternatives. If the preferred tutor is not available, this does not constitute grounds for a refund, provided a suitably qualified alternative is offered. Definition of suitable in this context is a matter for the OCA. 14. Transfer of tutors a. It is a shared responsibility between students and tutors to make this key relationship work effectively. The principles are set out in the Partnership Statement, included in the Student Handbook. However, if problems arise which cannot be resolved informally and amicably, students may request a tutor transfer. The details of this procedure are set out in the Tutor Transfer Policy in the Student Regulations. If students are granted a formal deferral (see Section 17), it may not be possible to reallocate the same tutor, when they resume their studies. The decision will be taken by the OCA on the basis of tutor availability.
b.
c.
15. Access to tutor a. The core entitlement (see Section 4) includes an allowance for receipt of individual feedback from the allocated tutor for each of the assignments (typically 5 or 6) set for the course unit. Students in the undergraduate strand should also share their learning log/blog with their tutors from time to time, since logs form part of the assessment process. More guidance on this is provided in the Student Handbook. Exercises and/or projects set out in the course materials (as opposed to the assignments) are provided to help students work towards the next assignment and are not designed to be submitted to tutors. Tutors will try and help on request between assignments on an informal basis, but such requests should be contained within reasonable bounds. In order to give an idea of what would be reasonable: small queries (say, requiring a 5-minute response) no more than one a week on average; more complex advice (say, requiring up to half an hour in all, including drafting emails or speaking over the phone) no more than one a month on average. In any disputed situations, the interpretation of what is reasonable rests with the OCA. You are not permitted to submit more than one assignment at a time, and you may not submit the next assignment until you have received feedback from the previous assignment and acted upon the feedback where appropriate. If there is a delay in receiving feedback on an assignment from your tutor (more than three weeks without notification) please contact OCA.
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16. Duration of course unit, including deferrals and extensions a. Students have a period of 24 months, after dispatch of the course materials, within which to complete the course unit. This allowance already builds in some slack for unproductive periods, since most students complete course units in around 9 to 15 months. If circumstances arise which place a question mark over students likelihood of being able to complete the course unit in this timescale, they have a right to request a deferral (stopping the clock during the 24 month period for a defined period, after which the original timescale is resumed) or an extension (putting the final deadline back).
b.
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c.
Such requests must be made in good time, following the Deferrals Extensions and Reinstatement Policy, as set out in the Student Regulations. Students may be asked to provide evidence to support their case. In considering such requests the OCA will take into account the progress made before the change in circumstances. In particular students should be aware that, if they have not submitted at least 3 assignments during the original period, it is unlikely that an extension would be granted. Undergraduates should note that the maximum period of registration for the full degree is 12 years (for details see the Academic Regulatory Framework)11. This means that, over the period of study as a whole, the average time taken per unit needs to be under 2 years. This allowance takes into account the facts that parttime degrees elsewhere typically take 6 years (i.e. half the OCA allowance) and that most students take less than 24 months to complete a course unit in any case.
d.
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17. On-line etiquette a. All students participating in online forums and blogs must follow the rules of netiquette: netiquette is the term used for internet or network etiquette. Conventions include not typing in capitals or enlarging fonts for emphasis, which is considered to be the equivalent of shouting. Students are also required to exercise discretion over any references to tutors or other students in forums, blogs or social networking sites, whether internal to the OCA or external. In particular, students must not make inflammatory or provocative comments or give unbalanced accounts of incidents or interactions. Students may cite references to their tutor reports online, but must not misrepresent tutor opinions. Students may only post complete tutor reports online with the advance permission of their tutor. When a complete tutor report is posted online, it must be the full text without any student edits. OCA reserves the right to have access to all student blogs, even if hosted anonymously and the settings made private. This is because of OCAs obligation to check for plagiarism, misuse of copyright images, and offensive comments. OCA has a licence to make Bridgeman Education Library images freely available to students for their research. While students may print and store Bridgeman images, and use within a paper based learning log, they may not be posted on a blog that allows public access. Doing this constitutes misconduct, and disciplinary procedures may follow. As a condition of enrolling on an OCA course unit, students grant the OCA a license to reproduce any of their work (including written work, photographs of art work, or original musical scores or photographs) for promotional purposes. In granting this license, students retain the copyright on their work.!!
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PROBLEMS AND RESOLUTIONS

18. Complaints a. Tutors and Head Office staff will, of course, provide support and encouragement; but ultimately it is the responsibility of individual learners to commit to their studies, submit assignments and generally take ownership of their own learning.
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11
As stated in Footnote 6, every effort will be made by the OCA in conjunction with UCA, our validating university to apply flexibility in any instances where students were registered for the full degree prior to the introduction of this time limit.
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b.
Any students who are unhappy with any aspect of their experience with the OCA, should take it up informally and in a timely manner with the individual concerned first, wherever possible. If the issue cannot be resolved satisfactorily through informal channels, they should go through the stages set out in the Complaints Procedure in the Student Regulations. The Complaints Procedure is designed to cover circumstances which are not governed by detailed policies and procedures as set out in the Student Regulations. In situations when the procedure is already covered by specific policies, both parties (the OCA and the student) must take the steps as set out in that document. In short, the Complaints Procedure is not available to be used by students where the correct procedures have been followed, but the outcome is not the one desired by the applicant. Students have no right of appeal to UCA unless they are registered with that institution (see Section 3); and until the procedures in the OCAs own Complaints Procedure have been exhausted. If students make a vexatious complaint (a complaint which alleges serious malpractice on the part of the OCA but which, on investigation, is found to be clearly untrue), the OCA has a right to take disciplinary action (see Section 19). Students may seek informal advice from OCASA, the OCA Student Association, regarding any aspects of their learning experience with OCA.
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19. Disciplinary action
a. The OCA reserves the right to cease providing tutorial support and/or to reject an application to re-enrol. The OCAs Disciplinary Procedure is designed to provide a clearly formulated and impartial process for dealing with problems of student behaviour within a reasonable timescale and having due regard to the spirit of natural justice.
FACE TO FACE TUITION

20. Withdrawal of face to face mode a. With effect from 1st September 2012 the face to face mode will no longer be available for new enrolments. However, all students already enrolled on a course unit with face to face support will be able to complete that unit under the previous arrangements, subject to the usual deadline of 24 months. b. It will no longer be possible for students who have received face to face feedback to continue with previous arrangements once they have completed their current course unit. They are reminded, however, that alternatives may be available (e.g. feedback via Skype). c. If any students in the undergraduate strand feel this would seriously impair their chances of completing their qualification they are invited to discuss their individual situation with the Senior Academic Co-ordinator (Learner Support). No guarantee can be made that alternative arrangements can be put into place - but the OCA will explore all reasonable options. 21. Provision of tutors during period of phasing out face to face feedback a. Whilst every effort will be made to honour existing commitments to students with face to face tutoring, it is possible that an existing tutor who provides face to face support may resign before all students have completed their course units. In such circumstances students will be offered an alternative tutor in the area, provided that one is available. However, in some instances there may not be an alternative tutor with expertise in the specific subject area within reasonable
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travelling distance. If this happens, students will be offered the open learning mode for the balance of the course unit. a. If students felt strongly that they did not want to transfer to the open learning mode if a tutor resigned and an alternative was not available in the area, they would be able to claim a refund for the balance of the course unit not completed. If agreed, this would be calculated on the following basis: i. the cost of the materials is non-refundable; ii. tutor fees for assignments which have already been completed are non-refundable; iii. tutor fees for all assignments not yet submitted will be refunded on a pro rata basis without incurring any additional administrative charge (recognising that the situation is not of the students creation).
22. Cancellation of face to face sessions a. In the period until the completion of the current face to face course unit, any students wishing to cancel or reschedule a previously arranged feedback session for any reason other than sickness or another emergency must give at least 5 working days notice to their tutor. If cancellations are made less than 5 working days before a scheduled session, the fee for that session will be forfeited unless students can demonstrate that the reason was sickness or another emergency; they will be required to provide supporting evidence in such a case. If a tutor has to re-arrange a scheduled tutorial, every effort will be made to give as much notice as possible. The student will be consulted over the re-arranged time and their commitments taken into account so as to minimise any inconvenience. No refund is payable in these circumstances, unless the session has to be cancelled (as opposed to re-arranged) and no suitable replacement tutor is available.
b.
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Document B
ACADEMIC REGULATORY FRAMEWORK

1. Scope 1.1 Courses 1.2 Date of becoming applicable 1.3 Terminology Framework structure 2.1 Units and credits 2.2 Course structure: Levels 2.3 Maximum period of registration for full degree 2.4 Maximum periods allowed for completion of individual units 2.5 Target periods allowed for completion of Levels 2.6 Interruptions 2.7 Withdrawals 2.8 Transfers between units 2.9 Status of OCA students registered with the UCA 2.10 Modes of study 2.11 Course structure: student choice Assessment 3.1 Assessment structure 3.2 Marking 3.3 Timing of assessment events and Boards of Examiners 3.4 Deferred assessment 3.5 Failure and re-assessment 3.6 Appeals 3.7 Discontinuation of units 3.8 Self-plagiarism 3.9 Plagiarism and malpractice Progression Awards and Classifications 5.1 Credit value requirements for award 5.2 Classification of awards 5.3 Honours degree scheme 5.4 Pass / fail scheme 5.5 Borderline candidates and discretion 5.6 Exit Awards 5.7 Posthumous awards 5.8 Double counting Transfer of Credit 6.1 APCL 6.2 APEL External Examiners 7.1 Overview 7.2 Terms of Reference 7.3 Appointment of external examiners 7.4 Release of results 7.5 Advice on further study to students Glossary
2.
3.
4. 5
6.
7.
Annex 1
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1.1
SCOPE
Courses
These regulations are applicable to all taught courses offered by the Open College of the Arts (OCA), and leading to an undergraduate award of the University for the Creative Arts (UCA). 1.2 Date of becoming applicable
These regulations are applicable from 1st September 2013 and apply to all students on all relevant degree programmes and course units. Transitional arrangements for students transferring into these regulations are, where relevant, set out in the Transition Policy. 1.3 Terminology
Please note that some of the terminology used in this document is different from the conventions used in other documents in the Student Regulations. In particular, the term course is used in this Academic Regulatory Framework to indicate a degree programme, as opposed to a single course unit. Annex 1 contains a glossary explaining the terms as used in this Academic Regulatory Framework.
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2.1
FRAMEWORK STRUCTURE
Units and credits
Each unit will be assigned a Credit Level and a Credit Volume. Together these constitute the Credit Value of that unit. The Credit Level will reflect the depth of learning involved and the intellectual demand of the unit, and will be assigned with reference to the Credit Level Descriptors prescribed by Appendix B of the Higher Education Credit Framework for England: Guidance on Academic Credit Arrangements in Higher Education in England (QAA, August 2008), and stated below in Table 1. Table 1: Generic Credit Level Descriptors (source: HE Credit Framework for England 2008) Level Level 1 (HE4) Learning accredited at this Level will reflect the ability to: develop a rigorous approach to the acquisition of a broad knowledge base; employ a range of specialised skills; evaluate information, using it to plan and develop investigative strategies and to determine solutions to a variety of unpredictable problems; and operate in a range of varied and specific contexts, taking responsibility for the nature and quality of outputs. generate ideas through the analysis of concepts at an abstract level with a command of specialised skills and the formulation of responses to well-defined and abstract problems; analyse and evaluate information; exercise significant judgement across a broad range of functions; and accept responsibility for determining and achieving personal and/or group outcomes. critically review, consolidate and extend a systematic and coherent body of knowledge, utilising specialised skills across an area of study; critically evaluate concepts and evidence from a range of sources; transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations; and accept accountability for determining and achieving personal and/or group outcomes.
Level 2 (HE5)
Level 3 (HE6)
The Credit Volume will reflect the amount of learning expected for the typical student to achieve the learning outcomes of that unit. The Credit Volume is based on an estimate using the idea of notional hours of learning, which includes preparation time, independent study, reading, revision, assessment,
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the undertaking of course work, and all other self-directed learning. notional hours of learning. Credit Volume therefore defines the unit size. The sizes of units in use at the OCA are as stated in Table 2 below: Table 2: Unit sizes Unit Level Level 1 (HE4) Level 2 (HE5) Level 3 (HE6) 2.2 Course structure: Levels Unit Volume 40 credits 60 credits 40 or 60 credits
One credit represents 10
Each course will have one or more Levels. Where a course has two or more Levels, the end of each Level represents a progression point, and the student must satisfy the progression requirements (see Table 3 below) in order to progress to the next Level. Within each Level, students must take units of prescribed credit values, as defined in Table 3. Table 3: Course structures Levels and minimum prescribed credit values Course *Cert HE *Dip HE *BA No. of Levels 1 2 3 Level 1 1 2 1 2 3 1 2 3 Minimum credit value of units to be taken 120 credits at Level 1 (HE4) 120 credits at Level 1 (HE4) 120 credits at Level 2 (HE5) 120 credits at Level 1 (HE4) 120 credits at Level 2 (HE5) 60 credits at Level 3 (HE6) 120 credits at Level 1 (HE4) 120 credits at Level 2 (HE5) 120 credits at Level 3 (HE6)
BA (Hons)
The *Cert HE, *Dip HE and *BA are available only as Exit Awards for students who enrol for the BA (Hons) but are unable to complete the full award.
Where students are exiting with credit values higher than those required for one Level, but below the minimum for the higher Level, they qualify for the lower award. Thus, for example, a student exiting with 180 credits at Level 1 (HE4) would qualify for the Cert HE. 2.3 Maximum period of registration for full degree
The maximum period of registration for completion of a full degree is 12 years from the date of enrolment on the first unit of study. Students who exhaust the relevant maximum period of registration without achieving the final award and without an agreed extension - will have their registration terminated. Such students may be eligible for an Exit Award (see previous section).
2.4
Maximum period allowed for completion of individual units
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The maximum time permitted for completion of each course unit is 24 months, other than when an extension has been granted under the Deferrals, Extensions and Reinstatements policy, as set out in the Student Regulations. However in light of the requirement to complete the full degree within 12 years, it is important that students do not take the maximum time permitted for every unit (i.e. since 7 periods of 2 years would result in a total of 14 years). 2.5 Target period allowed for completion of Levels
Given that the maximum period of registration for completion of a full degree is 12 years and this is an absolute limit a target period of 4 years is set for completion of each Level (i.e. attaining the 120 credits required in order to move up to the next Level or to complete the degree). Students may request an extension of up to a full year (i.e. 5 years in all) for completion of Level 1 (HE4) only. This recognises that some students will be new to HE and/or open learning and may take time to adjust. However, such an extension would not result in any addition to the maximum period of 12 years for completing the degree as a whole; students in that situation would therefore have to take less time to complete Levels 2 and 3 in order to stay within the total allowance of 12 years. There is less flexibility about completing Levels 2 and 3 (HE5 and 6). These must be completed within 4 years each (or less if Level 1 (HE4) took more than 4 years). Any students for whom completing Level 2 (HE5) within 4 years will present problems may apply for an extension under the Mitigating Circumstances policy, as set out in the Student Regulations. This is designed to take account of problems genuinely affecting a students ability to complete a Level within the 4 year horizon (e.g. illness, redundancy, new carer responsibilities) not simply a failure to complete within the time allowed. An extension under the Mitigating Circumstances Policy does not result in any increase in the total allowance of 12 years for completion of the degree. Students should be aware that the only two circumstances in which an extension at Level 3 (HE6) might be approved would be if: there was still time left over from earlier Levels (thus a limited extension at Level 3 (HE6) would not exceed the 12 year allowance); the nature of the circumstances prompting the application for Mitigating Circumstances were both unforeseeable and very serious. 2.6 Interruptions
An interruption is an extended period of absence between units within a degree programme. Students can interrupt their studies for brief periods (see below) between any units, provided they do not exceed the maximum period of registration for the degree as a whole (see Section 2.3). Reasons for interruptions could include a desire to take some planned time out between periods of study or personal circumstances preventing students from immediately re-enrolling and continuing with their degree studies (e.g. illness). Students continuing with their degree studies following assessment of a previous unit, will have up to the date of the next assessment event (i.e. up to 4 months) in which to re-enrol. During this period of between 1 to 4 months, students will still be deemed to be on programme, even though they will not be enrolled on a specific unit. Students who have not re-enrolled by the date of the next assessment event will be deemed to have interrupted their studies and will be categorised as such in the update of enrolled students as supplied by OCA to UCA. Such students will still be able to re-enrol and continue with their course, provided they do so within twelve months from receipt of the notification of the outcome of the assessment of their previous unit
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(see next section) and provided also that they do not exceed the maximum period of registration. It will be clear, some years before the time limit has expired, which students are at risk of having their registration terminated: OCA will always make reference to the registration deadline when communicating with students in connection with interruptions. 2.7 Withdrawals
Students may withdraw from the course at any time by confirming their decision in writing to the OCAs Academic Registrar. Those students who havent formally withdrawn - but have nevertheless failed to re-enrol by the end of the 12th month after receipt of the notification of the outcome of the assessment of their previous unit - will also be deemed to have withdrawn. In addition to any informal contact over the intervening period, all students in this position will be advised in writing during the 9th month that they only have 3 months left in which to re-enrol. A student who exceeds the maximum period of interruption will have their registration terminated. Such students may be eligible for an Exit Award (see Section 2.2. above). Once students are recorded as withdrawn, they cannot be re-instated. However, it is possible that they may qualify for Accreditation of Prior Learning (see Section 6) for units already successfully completed, if they seek to re-engage at a future time. 2.8 Transfers between units
From time to time students may request to transfer from one unit to another (e.g. when realising the scope of the unit was not as they had imagined). Such applications will be considered by OCA on an individual basis (any implications for fees are governed by the OCAs Conditions of Enrolment). However, students will not be permitted to transfer to a unit that is not part of the approved pathway for their degree programme, or at a different Level. Any such transfers will not lead to any extension in the maximum period of enrolment (see Section 2.3. above). Transfers between approved units will be made explicit in the spreadsheets of enrolled students supplied by the OCA to the UCA three times per year (i.e. after each assessment event). 2.9 Status of OCA students registered with the UCA
In the context of students registered with the UCA, the three potential statuses are: on programme; interrupted; withdrawn. These are the only statuses to be used in the spreadsheet of enrolled students to be supplied by OCA to UCA three times per year (i.e. after each assessment event). 2.10 Modes of study
At the point of transfer to the UCA, there are two existing modes of study, namely open and flexible learning and face to face. Open and flexible learning is the normal mode of delivery, where study takes place at home and tutors communicate with the student by email, post and phone. In the face to face mode students visit the tutor in their studio (or other premises agreed to be suitable) or engage with their tutor via video meetings.
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The mode of study has no implications for the other regulations as set out in this Framework. Thus, for example, the maximum periods of registration, assessment procedures and awards are all identical across both modes. The face to face option is being phased out and no new enrolments were taken for this mode after September 2012. Students already enrolled on the face to face option will be allowed to complete their current unit in this mode, but will be directed towards the open and flexible learning mode at the point of re-enrolment 12. 2.11 Course structure: student choice
Many units in the OCAs curriculum offer are common to two or more courses. However, the Degree Handbook for each course lists, by Level, all units which are available to students on that course, including both core units (units which must be taken by all students on that course) and, where applicable, elective units (units which may be selected). Students must select their next unit from the pathway as defined. There is no discretion to adapt the defined pathways for individual students. If students seek to enrol on subsequent units which are incompatible with their stated choice of degree, the OCA will point this out and indicate the choices open to them.
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3.1
ASSESSMENT
Assessment structure
Each unit is composed of projects and exercises plus five or six assignments which constitute formative assessment. The unit is based on learning outcomes which are clearly stated in the unit descriptor. These learning outcomes are appropriate to the Level of the unit. From the assignments within the unit, students draw a selection of work (as indicated in the unit) for summative (formal) assessment. Formal assessment takes place at OCA Head Office. At formal assessment student work is reviewed against assessment criteria specific to the subject area. The headline assessment criteria for all the subject areas are as follows. Visual Arts (including Photography and Fine Art) Demonstration of technical and visual skills Quality of outcome Demonstration of creativity Context Theoretical Studies Demonstration of subject based knowledge and understanding Demonstration of research skills Demonstration of critical and evaluation skills Communication Creative Writing Presentation and technical correctness Language Creativity Contextual knowledge Craft of writing Visual Communications !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
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In a very small number of cases, where face to face students are nearing the end of their degree and for whom transferring to the open and learning mode would present genuine difficulties, flexible options will be explored, subject to approval by the UCA.
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Creative and analytical thinking Research and idea development Technical and visual skills Contexts
Composing Music Technical presentation Compositional skills Creativity Stylistic awareness Music history and context Subject based knowledge and understanding Research and critical evaluation skills Stylistic awareness Communication The more detailed assessment criteria are included in the Degree Handbook for each degree. Each unit has a specific set of requirements for summative assessment which vary in accordance with each unit. In general, unit level assessment requirements include: Portfolio Learning log or blog Essay Critical review Reflective commentary. All units have guidelines associated with them, which contain the requirements for submission, as well as additional notes to guide the student. If the guidelines are updated, students are alerted of this via the OCA student website at oca-student.com 3.2 Marking
All units assessed result in a percentage mark. The unit pass mark is 40. The student's work is awarded a mark against each assessment criterion. The assessment result is determined by the accumulation of marks against the assessment criteria. The percentage weighting to each assessment criterion is specified at unit descriptor level and in the assessment criteria. All marks are provisional until ratified by the Board of Examiners. Where a student passes a unit they are awarded the Credit Volume assigned to that unit. The award of partial credit for a unit is not permitted. A unit that has been passed, and for which credit has been awarded, may not be repeated in order to improve a mark or gain additional credit. 3.3 Timing of assessment events and Boards of Examiners
Assessments for undergraduate courses take place three times a year. These events normally take place in March, July and November. The deadline dates for receipt of undergraduate Assessment Application Forms and the subsequent submissions are as follows: March event - applications must be received by 31st January, with submissions received by 15 February; July event - applications must be received by 31st May, with submissions received by 15 June;
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November event - applications must be received by 30th September, with submissions received by 15th October.
Three Boards of Examiners take place each year, one after each assessment event. Students may apply for formal assessment when they have completed the penultimate assignment of their current unit. All the assignments completed by students as part of their course work are formative; however, the same pieces of work (as revised) form the core of the work submitted for the summative assessment event (see Section 3.1). Students are directed towards the next available assessment event following submission of their final assignment but have an option to defer to the subsequent event (a further 4 months thence). Students not submitting their work for assessment by four weeks before the deadline for the second event following completion of their final assignment will be contacted and advised of the consequences of failing to submit their work for assessment. If a student does not submit their work for assessment for the second event after completion of course work and has not been awarded deferred assessment (see next section) they lose the right to obtain the credits for that unit. Should they wish to opt back into a degree pathway at a future time it is possible that the work they undertook for the earlier, unassessed unit could be used to support an APEL application; but that would be considered on its own merits using the criteria for accreditation, as defined. 3.4: Deferred assessment
As noted in Section 3.3, students are expected to submit their work for assessment at the next assessment event following submission of their final assignment but have an option to defer to the subsequent event (a further 4 months thence). In exceptional circumstances only, students may request to defer their assessment beyond the second assessment event. Any requests for deferment must be made within the terms of the OCAs Mitigating Circumstances policy, as set out in the Student Regulations. If deferred assessment is awarded, it has an absolute deadline of the third assessment event following completion. . Deferred assessment would not lead to any automatic extension in the total registration period (see 2.3). 3.5 Failure and re-assessment
Re-assessment gives a student an opportunity to retrieve a failed unit. A student who fails a unit may be permitted up to two further attempts at the unit. The maximum mark for any re-assessed unit will be 40%. Permission to re-submit work after a failed assessment is only granted with the approval of the Assessment Board. This would normally be granted where there was a reasonable chance that the student would reach the required standard; however, in extreme cases where there was no likelihood of the standard being reached, a second attempt would not be granted. A third attempt will only be granted in exceptional circumstances. This is at the discretion of the UCAs Board of Examiners. Any student wishing to appeal as a result of being turned down for re-assessment may be entitled to follow the Appeals procedure, as described in 3.6, but only when a failure in the administrative process can be demonstrated. A student who exhausts the re-assessment opportunities may not progress further on the degree programme.
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If the student fails at the second attempt with a lower mark than at the first attempt, the earlier (higher) mark will stand; but, as already stated, a pass at the second or subsequent attempt will be capped at 40%. A student who fails and does not attempt re-assessment will still be entitled to request an OCA Record of Student Attainment. This is an informal recognition of students efforts issued by the OCA and stands entirely outside the Accreditation and Validation arrangements with UCA. 3.6 Appeals
A student may appeal against an assessment outcome only when it can be demonstrated that there has been a significant administrative error in the conduct of the assessment process. A disagreement regarding academic judgement at assessment does not constitute grounds for appeal. Students must register their appeal in writing with the OCAs Academic Registrar within 28 days of the assessment outcome being published on the OCA student website. The letter must state clearly the grounds upon which the appeal is based - and be supported by documentary evidence, as necessary. Exceptionally for students permitted to study with no internet access (e.g. prisoners), the appeal period begins on the day the result letter is dispatched to the student. Appeals received beyond the 28 working day period will not normally be considered by the Academic Registrar. Special consideration will only be given exceptionally, where the student provides the Academic Registrar with a substantiated reason for any delay. The Academic Registrar considers the students case in light of the permissible grounds for appeal as specified above. If the Academic Registrar determines from the available evidence above that the grounds for appeal are substantiated, he/she will recommend to the OCAs Curriculum and Quality Committee that the appeal be referred to the UCAs Chair of the Progression and Award Board, with a view to reviewing the students assessment outcome(s). If the Academic Registrar considers that the student does not have valid grounds for appeal, he/she will inform the student in writing. The student will be invited to contact the Academic Registrar within 7 working days if he/she wishes to contest the outcome. If the student confirms that he/she intends to pursue the appeal further, the Academic Registrar will take the case to the OCAs Curriculum and Quality Committee. The latter meets on a monthly basis. Decisions will be conveyed to the student within 7 working days of the meeting. If the decision from the Curriculum and Quality Committee has been to reject the appeal - and no further communication is received from the student within 7 working days of receipt of the decision, the appeal will be deemed to have been dismissed. A student who has had their appeal rejected by the OCAs Curriculum and Quality Committee would still have access to the UCAs Appeals Procedure, provided the appeal was on the grounds of administrative process and not academic judgement. 3.7: Discontinuation of units
OCA may withdraw units or replace them. The normal period of notice for withdrawing a unit is three months. Students on any units that are withdrawn may still complete their study and submit their work for assessment, subject to the usual time constraints, as set out throughout this document.
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3.8:
Self-plagiarism
A student may not submit for assessment any artefact or piece of work which was not made during the course of study of the unit with OCA, or that has previously been assessed, except where specifically required to resubmit that piece of work as part of a re-assessment. 3.9: Plagiarism and malpractice
Plagiarism and malpractice are taken very seriously by the OCA. Plagiarism occurs when a student presents someone elses work, in whole or in part, as their own. This is specifically ruled out and will give rise to serious consequences. Malpractice occurs when a student attempts to mislead or deceive assessors concerning the work submitted for assessment. This includes colluding with others (including other students) in the preparation, editing or submission of work. Malpractice is also specifically ruled out and will give rise to serious consequences. Students are required to complete an Affirmation as part of the Assessment Application Form as evidence that their assessment submission is their own work. The processes to be adopted where plagiarism or malpractice are suspected and the penalties that will be applied as and when such offences are proven are set out in the Plagiarism and Malpractice Policy in the OCAs Student Regulations. In any cases where the recommended penalty is failure of an assessment or termination of the unit, the decision must be referred to the UCAs Assessment Board.
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4.1
PROGRESSION
Progression
Undergraduate degrees have three stages: (Levels 1, 2 and 3 or HE4, 5 and 6), as described in Section 2.2. A student must pass all the relevant units at each Level in order to progress to the next Level13. A student may enrol and start work on a unit at the next level up before receiving notification of the outcome from the final lower level unit, provided they accept that this is at their own risk. If the outcome from the assessment of the lower level unit is a fail, work on the higher level unit must be suspended immediately. The student must then undertake the necessary work to resubmit for assessment for the lower level unit. If they are successful with the re-assessment, they may resume their studies at the higher level. If the student is not successful with the re-assessment, they will not be able to continue with their degree studies although they may qualify for an Exit Award at that point. However, if students in this situation do wish to complete the higher level module, they may do so as a personal development learner but on the understanding that they will not be able to submit their work for assessment, and will no longer be registered with the UCA for the degree programme.
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5.1
AWARDS AND CLASSIFICATIONS

Credit value requirements for award
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The awards offered by OCA are set out in the table overleaf, together with the minimum and maximum credit tariffs: Table 5: HE credit value requirements Award BA (Hons) BA* Dip HE* Cert HE* FHEQ Minimum Range of qual total unit credit Level credits Levels 6 6 5 4 360 300 240 120 4, 5, 6 4, 5, 6 4, 5 4 Highest Lowest Minimum Credits required at Level Level each Level to be eligible for required permitted an award 120 credits at Level 1 (HE4) 6 4 120 credits at Level 2 (HE5) 120 credits at Level 3 (HE6) 120 credits at Level 1 (HE4) 6 4 120 credits at Level 2 (HE5) 60 credits at Level 3 (HE6) 120 credits at Level 1 (HE4) 5 4 120 credits at Level 2 (HE5) 4 4 120 credits at Level 1 (HE4)
*These awards are available as Exit Awards only 5.2 Classification of awards
The table below sets out the classification scheme that applies to each award. Table 6: HE classification schemes Award Classification scheme adopted BA (Hons) Honours degree scheme BA* Pass/fail scheme Dip HE* Pass/fail scheme Cert HE* Pass/fail scheme *These qualifications are available as Exit Awards only 5.3: Honours degree scheme Classifications available 1st /2:i /2:ii /3rd Pass/fail Pass/fail Pass/fail
Where a student has met all of the requirements for an award, the award classification is calculated as follows. The average of the percentage marks given for the Level 3 (HE level 6) units (rounded to the nearest whole number) will provide the degree classification, based on the table below: Table 7: HE classifications Average score 70 or above 60 - 69 50 - 59 40 - 49 5.4 Classification 1st class Honours (1st) 2nd class Honours (2:i) 2nd class Honours (2:ii) 3rd class Honours (3rd)
Pass /fail scheme
Where a student has met all of the requirements for award, the candidate will be awarded a Pass. 5.5 Borderline candidates and discretion
The arithmetical outcome of the award calculation is final, and the concept of a borderline candidate is not recognised by this scheme. Accordingly Boards of Examiners will not have discretion to vary the award or award classification derived in accordance with the above award calculation schemes.
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5.6
Exit Awards
Where a student: i. fails to achieve sufficient credits to gain the award for which they are registered; and ii. has exhausted all reassessment attempts or for good cause, as adjudged by the Board of Examiners, has terminated their studies early; but iii. has achieved sufficient credits to gain a lower level award, the student will be recommended by the Board of Examiners for that lower award, provided that the award is offered by the University as specified in the Degree Handbook. 5.7 Posthumous awards
A student who dies before completing the full requirements for an award may be eligible for a posthumous award, provided that the student has completed and achieved two-thirds of the credits required for that award. A posthumous award may be conferred at the discretion of the Board of Examiners. 5.8 Double counting
Once an award has been conferred, there will be no further opportunity for assessment or to attempt to improve the classification of that award or to attempt to gain a higher level award. No credit which has contributed to an award may be used to contribute towards a further award. Exceptionally, and at the discretion of the OCAs Academic Registrar, a student who has been awarded an Exit Award may, provided that they have not exhausted all re-assessment attempts, reregister and seek to achieve the higher award. In such cases, the Exit Award will be revoked, but will be re-conferred should the student fail to achieve the higher award.
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6.1
TRANSFER OF CREDIT
APCL
Accreditation of Prior Certificated Learning (APCL) is the process whereby a students academic credit previously acquired at another institution is recognised for the purpose of admission, progression and award. Any credit to be transferred under this scheme must be agreed by the Chair of the Curriculum and Quality Committee at OCA. The maximum credit that may be recognised under this mechanism will be no more than two-thirds of the credit required for the award. Accordingly a student awarded such APCL credit will not be eligible for an Exit Award where their APCL credit comprises more than half of the credit required for that Exit Award. The classification of any award will be based only on marks awarded by the UCA for units accredited by them, and not on marks awarded by previous institutions and transferred via APCL. In accordance with the regulations on double counting (see Section 5.8), previously acquired credit which has contributed to a recognised award may not be transferred under this mechanism. 6.2 APEL
Accreditation of Prior Experiential Learning is the process whereby a students previously acquired learning, whether certificated or not (but not including recognised academic credit), is recognised, through the awarding of credit, for the purposes of progression and award. A student seeking recognition under this mechanism must apply prior to admission to the course of study. Any credit awarded under this scheme will be awarded at the discretion of the OCAs Chair of Curriculum and Quality on the recommendation of two assessors from the relevant subject areas.
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The Chair of the Committee must clearly record the volume and level(s) of all such APEL credit awarded; and details of the credits sent to UCA for information to enable their oversight of the process for awarding credits. The maximum credit that may be awarded under this mechanism in recognition of APEL will be not more than half of the credits required for the award. Accordingly a student awarded such APEL credit will not be eligible for an Exit Award where their APEL credit comprises more than half of the credit required for that Exit Award. Where credit is awarded under this mechanism, it will be clearly recorded as APEL credit and will not be awarded a mark. Such APEL credit shall not be used to calculate any score or award classification. In accordance with the regulations on double counting (see Section 5.8), previously acquired learning which has contributed to a recognised award may not be granted credit under this mechanism.
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7.1
EXTERNAL EXAMINERS
Overview
External examiners are appointed by UCA for each degree subject. External examiners form the final step in the quality assurance of assessment, reviewing first and second marking of assessed work. External examiners attend each assessment point at OCA to oversee and quality assure the standards of assessment. 7.2 Terms of Reference
The terms of reference for external examiners are as follows: i. to assist in the maintenance of the standard of awards, and to advise UCA if OCA standards fall below national standards; ii. to seek to ensure that the assessment system is fair and is operated equitably; iii. to adjudicate in cases of conflict or disagreement between internal assessors; iv. to attend meetings of relevant Boards of Examiners; v. to submit a written report to the UCA at the end of each academic year; vi. to attend the UCA and OCA for as much time as is reasonably required for the duties of the post to be properly discharged. 7.3 Appointment of external examiners
External examiners shall be external to the OCA, must be of sufficient authority in the discipline being examined and should be familiar with the standards and procedures of University level education in the United Kingdom. The appointments of external examiners are made by UCA. External examiners are normally appointed for a period of four years, which may be extended for one year. On completion of their period of appointment, an external examiner will not normally be eligible for re-appointment until a further five years have elapsed. At least one external examiner must be appointed for each degree programme. However, the same external examiner may be appointed for more than one programme of study. 7.4 Release of results
Results, including unit marks, re-assessment, progression and award decisions, may only be formally released to students once ratified by the Board of Examiners.
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Students with a debt to the College will not be considered by a Board of Examiners, and therefore they will have no results to be released. 7.5 Advice on further study to students
In addition to marks being provided to students following assessment, the College may provide guidance for future study in the form of written advice on the results letter. The advice provided does not refer to the assessment mark, but looks forward to the student's next unit of study.
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Annex 1 to Document B
Glossary
APCL:
Accreditation of Prior Certificated Learning (APCL) is the process whereby a students academic credit previously acquired at another institution is recognised for the purpose of admission, progression and award (see Section 6.1). Accreditation of Prior Experiential Learning is the process whereby a students previously acquired learning, whether certificated or not (but not including recognised academic credit), is recognised, through the awarding of credit, for the purposes of progression and award (see Section 6.2). The academic qualification conferred by the UCA upon a student, following successful completion of the course.
APEL:
Award:
Conditions of Enrolment (a term exclusive to the OCA): A formal document issued by the OCA to all students, including personal development learners as well as undergraduates, setting out the more commercial basis of the contract between the student and the OCA (e.g. policy on refunds). Course: A validated combination of units, onto which a student is registered, the successful completion of which leads to an award.
Completion (a term exclusive to the OCA): The stage at which all the assignments in a given unit have been completed and feedback provided by the tutor - but before the work is submitted for assessment. Core unit: Units which must be taken by all students on that course (see Section 2.11).
Credit/ Credit Volume: A numerical value denoting the amount of learning expected for the typical student to achieve the learning outcomes of that unit. 1 credit represents 10 notional learning hours (see Section 2.1). Credit Level: A numerical value reflecting the depth of learning involved and the intellectual demand required to meet the learning outcomes of that unit. Credit Value: The combination of the Credit Volume and the Credit Level. The credit value therefore relates to the complexity of the learning outcomes and the notional time judged necessary to achieve them. Elective unit: Units which may be selected but are not classified as core (see above and Section 2.11). External examiner: Appointed by UCA for each degree subject to complete the quality assurance of assessment (see Section 7.2), reviewing first and second marking of assessed work.
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Fail: Interruption:
A result indicating that the credits have not been awarded due to one or more learning outcomes not having been met. An extended period of absence between units within a degree programme (see Section 2.6).
Learning Outcome: That which has been learned or a student is able to do as a result of completing the learning process. Level: The period of study leading to a formal point of progression or award. In OCA usage, Level 1 is equivalent to HE4; and Levels 2 and 3 are equivalent to HE5 and 6 respectively. An attempt to mislead or deceive the examiners concerning the work submitted for assessment, including colluding with others (including other students) in the preparation, editing or submission of work (see Section 3.9). Presentation by a student of someone elses work, in whole or in part, as their own for assessment (see Section 3.9).
Malpractice:
Plagiarism:
Progression: Movement from one Level to the next Level of a course. Progression is subject to successfully obtaining the required number of credits at the required Level (see Section 4.1). Re-assessment: An opportunity to retrieve failure by resubmission of work. Record of Student Attainment (a term exclusive to the OCA): An informal recognition of students efforts issued by the OCA, standing entirely outside the Accreditation and Validation arrangements with UCA . Self Plagiarism: Submission of material produced by the student prior to enrolment on the current unit as though it had been produced as an output from study on the current unit (see Section 3.9). Unit: Units are the building blocks of courses. A unit is a discrete, self contained element of study, which has defined learning outcomes and for which credit is awarded for meeting those learning outcomes. The point at which a student either notifies their decision to withdraw from a course, or when a student is withdrawn by the OCA, following a period of interruption in excess of 12 months (see Section 2.7).
Withdrawal:
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Document C
ADMISSION REQUIREMENTS
Prior qualifications 1. 2. All (except one) OCA undergraduate course units at Level 1 (HE4) are open access, so no prior qualifications are required The only current exception is Composing Music 1, where evidence of prior knowledge of music theory is required (typically Grade 5 Theory of the Associated Schools of the Royal Schools of Music). However, students interested in enrolling for Composing Music 1 without such a qualification are able to start with the other Level 1 (HE4) music course i.e. Music 1: From the Present to the Past which includes optional theory elements. In order to progress to Level 2 (HE5), students must have gained 120 credits at Level 1 (HE4), through study or by Accreditation of Prior Learning14.
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General requirements 4. Although course units are open access in the sense of not requiring prior qualifications, there are three general requirements for admission. These are: competence in written English; regular use of a computer with internet access; basic IT skills. Further information is now given on these general requirements.
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Competence in reading and writing English 6. Since the medium for all OCA course units is English, it is essential that all students are sufficiently competent in reading English to understand the course materials (both hard copies and online); and to write assignments and compile a learning log (all course units have a substantial writing element). In short, all students are required to have an appropriate standard of English to complete their chosen course of study. International or EU students will need to provide evidence of their ability. This could be one or more of: evidence of having been educated in the medium of English; long term residency in an English speaking country; one of the following international qualifications : - IELTS (International English Language Testing Service): a minimum score of 6*; - ToEFL (Test of English as a Foreign Language): minimum score of 550 (Paper PBT), 213 (Computer CBT), 80 (Internet IBT). Other equivalent exams will be considered. Please note that it is students responsibility to have a sufficient grasp of English prior to enrolling. If, in the judgement of tutors, students are not demonstrating sufficient competence, they will be asked to defer their studies for a period of up to one year to undertake the
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appropriate additional study. If students are unwilling to undertake this (at their expense) - or do so but still lack the required competence in English - the OCA reserves the right to withdraw them from the course unit without making a refund. Internet access and basic IT skills 11. The primary mode of communication on OCA course units is online. It is, therefore, a requirement that all students must have regular use of a computer with internet access, and basic ICT skills. The latter is defined as the ability to: access, read and write emails, reply to emails and forward emails; upload and download attachments; search for information on the internet and complete and submit web-based forms; save web pages and download files from the web; click on links on a webpage and navigate to another page; copy web content, including images, into a document and know how to print it out; use standard word processing software. Students will be required, as part of some programmes of study, to develop further IT skills in specific applications, such as Photoshop, Illustrator or Sibelius. This requirement may be waived, in exceptional circumstances, by the Senior Academic Coordinator (Learner Support); but this must be negotiated and confirmed in writing prior to the start of the course unit. Typically, exemptions are only given to students with specific disabilities or to those studying in prison. See the Conditions of Enrolment for more details. Students must also be aware of network etiquette and security considerations when using email and the internet. These points are also covered in the Conditions of Enrolment.
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Specific requirements 16. In addition to meeting the admission requirements for all course units, students should ensure they understand the nature of the challenges and requirements of the specific course unit they are enrolling on; more details of the current course units on offer are provided on the main OCA website.
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Document D
MITIGATING CIRCUMSTANCES POLICY

1. 2. This policy on mitigating circumstances is focused entirely on students on the undergraduate route. The timescales embedded in the OCAs teaching and learning model are designed to achieve the optimal balance between: setting out a coherent framework with reasonable and clearly defined deadlines; but facilitating maximum flexibility within the defined framework. This document sets out: the deadlines for each stage of an undergraduates learning pathway; the extent of flexibility that can be applied to each deadline as a result of notified and accepted mitigating circumstances; the process for decision making and where relevant reviewing appeals. The policy for mitigating circumstances is based on the following principles: undergraduates have up to 12 years in which to complete their degree programme; formal deadlines (or in some cases recommended time periods ) are set for each component and transition point. In each case the status of the period as set (i.e. whether formal deadline or recommended period) is made explicit; it is the students responsibility to make any mitigating circumstances known immediately they become apparent. Retrospective mitigation can only be applied in exceptional circumstances (e.g. when an emergency operation prevented paperwork being supplied within defined deadlines); marks awarded at an assessment event can never be adjusted at the time or altered retrospectively on the grounds of mitigating circumstances. Any factors impacting on the quality and/or completeness of students work submitted for formative assignments must have been noted at the time; unless stated explicitly otherwise, extensions granted as a result of mitigating circumstances do not lead to any extension to the 12 year limit. In other words, extensions in one component have to be made up by reduced time taken in others, unless specifically agreed otherwise. The factors taken into account in setting a 12 year time limit for completing the degree programme were as follows: a full-time degree typically takes 3 years and a part-time degree typically takes 6 years. In allowing up to 12 years, therefore, the OCA is already applying a considerable degree of flexibility; there are clear pedagogical advantages to phasing degree studies over shorter, more intense periods of study. The longer the gaps between periods of study, the greater the danger that earlier insights will be forgotten - with the result that the degree programme becomes a series of isolated episodes (as opposed to a coherent progression); similarly the currency of the degree qualification awarded argues for a shorter and clearly defined elapsed period. When HE credits are awarded over a long time, there is the danger that the critical thinking underpinning practice will have changed significantly over the period of study; in the year leading up to the introduction of the 12 year time limit (i.e. 2011/12), the median time taken by OCA students completing a full degree was 5 years. This provides further evidence of the application of a significant degree of flexibility;
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there are clear operational advantages to setting clear frameworks and processes that are defined from the outset and understood by all.
Table 1 overleaf sets out, for each stage in the undergraduates degree programme: the normal timescale for that component; whether the timescale as indicated is a formal deadline or a recommended period; the maximum extension that can be permitted for that component in the event that mitigating circumstances are agreed to apply; the level at which decisions on the application of the Mitigating Circumstances Policy are taken; whether any appeal is allowed against the decision on mitigating circumstances; the level at which any appeals are heard and final decisions taken; whether any extension to individual components, agreed as a result of mitigating circumstances, have any impact on the overarching maximum period of enrolment for the degree (i.e.12 years). Students who are planning to make an application under the Mitigating Circumstances Policy are advised to speak informally and, if need be, confidentially to the Senior Academic Coordinator (Learner Support), prior to completing the form. The form will require applicants not only to describe the mitigating circumstances which they believe should be taken into account but also to provide corroborative evidence. Applications must be made within 4 weeks of the incident giving rise to the application for mitigating circumstances. There is no scope for accepting retrospective applications other than in exceptional circumstances. Decisions on what constitutes exceptional circumstances are made by the Operations Director, and there is no right of appeal Corroborative evidence must specify the nature, timing and severity of the problem and, if possible, provide an independent assessment of the effect that the problem may have had on students ability to meet deadlines and/or standard of performance. Examples of corroborative evidence include: a medical note confirming that the student was suffering from a medical or psychological condition (written at the time that the student was suffering from the condition); a letter from a counsellor confirming a psychological or emotional condition for which the student was receiving counselling; an official document such as a Police report, including a Police reference number, court summons or other legal document: a letter from a solicitor, social worker or other official agency. Applications should only be made where the impact of the circumstances is significant. It is not the intention that the Mitigating Circumstances Policy is used to cover situations such as short term illness (and see the next paragraph). Other situations in which mitigating circumstances may be deemed to apply at campus based universities with students on full-time courses (e.g. brief periods of absence due to bereavement, or failure to submit work on time due to staff absence or equipment failure) will not normally be accepted in the more flexible open learning model operated by the OCA. This is because there is scope already built into the deadlines to accommodate such situations. If students still feel they have a special case they are advised to speak first to the Senior Academic Co-ordinator (Learner Support).
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Table 1: Summary of timescales and permitted extensions Dee review

Component or transition point Assignment within course units Completion of course unit NB Dealt with under Deferrals, Extensions and ReInstatements Policy Submission of work for assessment Re-enrolling for next course unit Completion of Level (120 credits). NB applies to HE4 or 5 only) Completion of degree programme RP or FD* Maximum extension permitted No formal application required; tutors can agree extensions, provided 2 year limit for unit is not exceeded Up to 6 months (i.e. totalling 30 months after enrolment) 24 months from date of enrolment on that course unit RP Up to 12 months (i.e. totalling 36 months after enrolment) Head of Operations Yes Operations Director Level at which decision over extension taken Appeal allowed? Level at which final decision made (after appeal, if any) N/A Head of Operations Any impact on 12 year time limit for degree?
Normal timescale Agreed informally between student and tutor; timescale for each assignment typically 6 - 12 weeks
RP
Tutor Senior Academic Co-ordinator (Learner Support)
No
No
Yes
No: maximum period of 12 years still applies unless unit is the last one prior to award of degree No: maximum period of 12 years still applies - unless assessment is for last unit prior to award of degree No: maximum period of 12 years still applies No: maximum period of 12 years still applies - application to extend deadlines at HE6 level dealt with under course unit or assessment event rules (see above) No: maximum period of 12 years still applies - unless extension is for final unit or submission for final assessment.
Either 1 or 2 assessment event after completion of course work (typically between 1 to 7 months) Up to 12 months after publication of assessment result from previous unit
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nd
FD
Extension for one further rd assessment event (i.e. the 3 after completion of course work) None
Academic Registrar
Yes
Curriculum Director
FD
n/a
No
n/a
Up to 4 years
RP
Up to a further 12 months (i.e.60 months after enrolment on first course unit at Levels 4 or 5) Nil, other than as the inevitable consequence of an extension to the deadline for completion of final course unit or submission of work for final assessment event
Academic Registrar
Yes
Operations Director
Up to 12 years from date of enrolment for first course unit
FD
N/A
No
N/A
Note: *RP = recommended period; FD = formal deadline

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Document E
IMPLICATIONS FOR DEGREE STUDENTS OF WITHDRAWALS AND NON-COMPLETION OF UNITS

1. When withdrawing from a course unit, transferring to a different unit, or failing to complete the unit and submit their work for assessment, students should be aware that they may be closing down future options. For some students (e.g. personal development learners) there will be no points of broader significance. For others, however (e.g. students registered on a specialist degree), failing to complete the original unit and have their work assessed can effectively become a withdrawal from the degree for which they are registered. Where there are implications broader than failure to complete a specific unit, the OCA will seek to contact the student and offer guidance on the available options and their implications15. There are likely to be (up to) four options: a) b) c) d) 3. withdraw from the degree, as well as the specific unit; withdraw from the degree but take an Exit Award, such as Cert HE or Dip HE; transfer from a specialist degree to the more flexible BA Hons Creative Arts 16; take an alternative unit that is still compatible with the pathway originally selected and continue with the specialist degree14.
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Whilst the Academic Registrar will always provide informed guidance on the full range of options, students should be aware that options b), c) and d) will not always be possible: the specific options open to individuals will depend on the degree pathway selected and previous units studied. Therefore, as noted above, there will be occasions on which withdrawing from a course unit, transferring to a different unit, or failing to complete the unit and submit the work for assessment, becomes in effect a decision to withdraw from the degree programme as a whole.
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Whilst the OCA will make every effort to keep individual learners pathways under review, the ultimate responsibility for managing their own learning rests with the student him/herself. Students should contact the Academic Registrar for individual guidance on the available options, if contemplating a change in direction.
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Any changes in selection of individual units studied will not lead to any extension in the total period of time permitted for completion of the full degree (i.e. 12 years). There is no discretion for extending the latter, as clearly stated in the OCAs Academic Regulatory Framework.
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Document F
COMPLAINTS PROCEDURE
Overview 1. The OCA operates a 4 stage complaints procedure. This is illustrated diagrammatically in the two figures below (the second is overleaf). The process is then described stage by stage.
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Principles 2. The three main principles that underpin the Complaints Procedure are as follows: complaints should always be made diplomatically. We accept that students will sometimes be angry or frustrated but it is always preferable to calm down before taking action. We for our part will also commit to being professional and polite. After all, it is in all of our interests to resolve difficulties promptly and effectively; complaints should always be raised as soon as possible after the incident in question. Complaints dating back beyond 28 days would not normally be investigated unless there was a compelling reason why there had been a delay; complaints should always follow the steps described below (and shown in the diagram above). Complaints which seek to bypass the first steps without due reason will be rejected with the student advised to follow the steps as defined. Coverage and applicability 3. Please note that any dissatisfaction about specific circumstances covered by policies and procedures included elsewhere in these Regulations must be followed up using the specific process set out in that policy, as relevant. Thus, for example: any dissatisfaction about assessment can only be dealt with under the Appeals Against Assessment Outcomes Procedure and not through the Complaints Procedure described here; any dissatisfaction with a decision on deferral or extension can only be dealt with under the Deferral, Extensions and Reinstatements Policy Procedure and not through the Complaints Procedure described here;
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any dissatisfaction with a decision on whether a tutor transfer application is to be approved can only be dealt with under the Tutor Transfer Policy and not through the Complaints Procedure described here.
4. In short, the Complaints Procedure is not available to be used by students where the correct procedures have been followed, but the outcome is not the one desired by the applicant. The only circumstances in which the Complaints Procedure may be used subsequently is where the student feels that the process itself has been flawed in other words that the OCA has not followed the procedures as set out in these Regulations. 5. Students should also note that: complaints can never be made to our validating university until the OCAs internal procedures have been exhausted; only students already registered on a degree programme may pursue their complaint with our validating university. In practice this means that such an external appeal is only open to those on the undergraduate route. For the avoidance of doubt, a student becomes registered with the UCA at the point of submitting their work for assessment for their first course unit. Even if a student on their first unit has every intention of carrying on for a full degree programme, they are not formally registered until the precise point defined above. 6. Further details on how to make appeals, whether as an undergraduate or personal development learner, are given towards the end of this document. Stage 1 7. Students should always speak to their tutor first if they are unhappy with any aspect of their course of study (unless the complaint is potentially very serious and is about the tutor him/herself). Similarly, if the complaint is about issues with Head Office (e.g. disputes over refunds), students should explain their concern to the relevant team member first, before escalating matters. Stage 2 8. When the informal route has proved unsuccessful and/or where the matter is serious students should state their concerns in writing to the Head of Operations. This can either be by post or by email (deewhitmore@oca-uk.com). 9. The reason we suggest the complaint is put in writing is because it prevents any misunderstanding later about what was said. However, the Head of Operations is always happy to have an informal word first if the student would like to talk it through before submitting the complaint. 10. The Head of Operations will then look into the complaint and explore the points made. S/he will send a response (normally by email) within 14 days of receipt of the complaint. In any situations where a delay is anticipated (e.g. because of the complexity of the issues or because of sickness or annual leave), an acknowledgement will be sent within 14 days with a firm deadline given for providing the substantive response. 11. Please note that no guarantees can be given that tutors will not be contacted to invite their comments on allegations made against them by students. This is a complex and sensitive area and full details of the policy on this are set out in Annex I to our Tutor Transfer Policy (see Document G). Stage 3 12. In any situations where the complaint is still not resolved, the student may write to the Chief Executive at this point, stating their reasons for being unable to accept the response from the Head of Operations. Please note that the Chief Executive will not be able to act in situations where Steps 1 and 2 have not been followed.
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13. The Chief Executive will give his decision in writing within 14 days. This will be the final stage of the process, unless the student decides to appeal against the Chief Executives decision. Stage 4 14. The appeals process in Stage 4 is different, depending on whether the student is an undergraduate or a personal development learner. This is because undergraduate17 students are registered with our validating university and may follow their appeals process should they wish to do so. 15. The criterion for determining whether students may appeal to our validating university is whether they have submitted their work for assessment at the end of their first course unit. Personal development learners 16. The right of appeal for personal development learners is to the OCAs Chair of Trustees. Students should write to the Chair (c/o Head Office) and state clearly why they are unable to accept the final decision reached by the Chief Executive. 17. The Chair of Trustees will provide a written response within 30 days of receipt of the appeal. The Chairs decision is final. Students registered with our validating university 18. The right of appeal for students registered with our validating university is to the university itself. Further details of the process are provided on the UCA website at: http://community.ucreative.ac.uk/article/11701/Student-Complaints 19. Steps beyond an appeal to our validating university are covered in the latters procedures. In certain circumstances, students can appeal to the Office of the Independent Adjudicator for HE (OIA). 20. Further information and Scheme Application Forms can be obtained from the OIA website at www.oiahe.org.uk. Their address is: Office of the Independent Adjudicator, Third Floor, Kings Reach, 38-50 Kings Road, Reading RG1 3AA (0118 959 9813; enquiries@oiahe.org.uk).
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In this context, postgraduate students are in the same position as undergraduate students as they are registered with our validating university from Day 1.
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Document G
TUTOR TRANSFER POLICY

A two tier approach 1. The OCA policy on responding to requests from students to change their tutor is based on the following considerations: supporting the OCAs commitment to quality of delivery; supporting the OCAs commitment to fairness and equality of opportunity; enabling students to derive maximum enjoyment from their learning experience; enabling as many students as possible to complete their course unit successfully; recognising that, when the interaction between a student and a tutor is not working, it is not necessarily anyones fault. Whilst it is sometimes clear that one or other party is at fault, on other occasions it can simply be a case of the chemistry not working; responding appropriately to requests for transfers (i.e. not treating minor difficulties as major crises on the one hand, but not ignoring potentially serious situations on the other hand); balancing the legitimate interests of both students and tutors. In outline, the OCA adopts a two tier approach: on the first occasion a student requests a transfer, the expectation is that the request would be approved in the majority of cases without detailed investigation; on second and subsequent occasions, a student would be asked to indicate their reasons in writing and advised that Head Office will look into the circumstances before responding. In both situations, any serious allegations (e.g. regarding the tutors professionalism) would be investigated as a matter of priority.
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First occasion 4. If a student feels that the interaction with their tutor is not working well, the starting point would be for them to have an informal word with their tutor. It is usually possible to sort out misunderstandings without resorting to the Tutor Transfer Policy. However, if the concern is not one which the student feels able to discuss with the tutor, they may contact a member of the Academic Services Team at Head Office and request a transfer. Where the issue appears to be one of chemistry, without any serious concerns about professionalism, the transfer would normally be agreed over the phone and processed swiftly. OCA commits to completing the transfer within 10 working days, so as to minimise the gap in the students tutor support. Head Office will confirm the transfer to the student in writing. Head Office will inform both the old and the new tutor of the stated reason for the transfer, in the spirit of transparency, but no negative record will be made on the old tutors file, other than the simple fact of the transfer being implemented. There are two situations in which student requests for transfers are researched further under this first occasion heading. The first is where a pattern begins to emerge i.e. when several students at different times and for different reasons have requested a transfer away from the same tutor. In these circumstances the Director of Teaching and Learning Quality will explore further, in consultation with the tutor. The second situation is where the case appears to be more serious (e.g. allegations of tutor inaccessibility, insensitivity or unprofessional behaviour). In these circumstances, Academic Services Team staff will refer the issue as a matter of urgency to the Director of
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Teaching and Learning Quality. In the latter case, it would be investigated as if it were a second or subsequent request (see below). 10. Please note that no guarantees can be given that tutors will not be contacted to invite their comments on allegations made against them by students. This is a complex and sensitive area and full details of the policy on this are set out in Annex I to this document.
Second or subsequent occasion 11. On a second or subsequent occasion on which a student feels the relationship with his or her tutor is not working well, the starting point would again be for the student to have an informal word to see if the issue can be addressed amicably. If this has failed to resolve the issue (or if it is too serious to be dealt with in this way), the student should contact a member of the Academic Services Team at Head Office. Following a brief discussion and if the student decides to go ahead with a second or subsequent request he or she will be sent a simple pro forma requesting more details. The pro forma offers 4 main reasons for making the request, as follows: chemistry (personality, style etc); accessibility (tutors ease of being contacted, speed of response etc); feedback provided on assignments (practical usefulness, diplomacy etc); other. Space is given on the pro forma for more information to be given, adding depth to the stated reason. For example, the student might indicate what they feel the tutor should have done differently; and to confirm when and how they raised the matter with their tutor (recognising that, in extreme cases, it would be reasonable for this latter action not to have been undertaken). Completed pro formae are reviewed initially by the Head of Operations. Where the prima facie reason is tutor-related, the case is passed to the Director of Teaching and Learning Quality for review. This includes the decisions as to: whether to approve or reject the request; whether further action is needed with the current tutor. Where the prima facie reason is student-related, the investigation and decision on next steps would be taken by the Senior Academic Co-ordinator (Learner Support). Where the request seems unreasonable - and/or the expectations held about their tutor appears unrealistic the Senior Academic Co-ordinator (Learner Support) would discuss the situation with the student (and perhaps the tutor also) in order to ensure everyone understands what is reasonable. The outcome in situations like this would often be a notification to the student that the request had been turned down, together with a brief explanation. If, on investigation, there did appear to be issues around tutor standards and development needs, a second tutor transfer would be approved, and the Senior Academic Co-ordinator (Learner Support) would refer the case to the Director of Teaching and Learning Quality for follow up with the tutor. In extreme cases, where the Head of Operations or Senior Academic Co-ordinator (Learner Support) conclude that the allegation is not only unfounded but malicious, the OCA would reserve the right to cease providing tuition for that student, without offering any refund (see the Conditions of Enrolment). In all cases, the simple facts of the request and outcome will be recorded on the students and tutors record at Head Office. All decisions on tutor transfer requests are made by Head Office staff. If students are not happy with the decision, they have no right to a full or partial refund. However, they would
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still be able to return to the same course unit with the same tutor without charge, provided they accepted the decision and the tutor had no objections. 21. Annex 1 overleaf sets out our policy on contacting tutors to invite comments on allegations made against them by students.
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Annex 1 to Document G
Confidentiality of complaints about tutors

1. The OCA is committed to maintaining consistently high standards of academic provision and of customer care, and we place a high value on the views of everyone within our community. We therefore encourage students to tell us about issues of concern regarding individual or general matters so that we can investigate and take action, where appropriate, to put things right. We are committed to acting on student feedback to support us towards our goal of providing the best possible student experience. We recognise that students may feel concerned about an issue involving their tutor and wish to seek advice on a confidential basis and explore the seriousness of the situation with the Senior Academic Co-ordinator (Learner Support). In such cases it may be possible for a general telephone discussion of the issues to be held without identifying either the student or the tutor. However, where a complaint is made which identifies a tutor, we may not be in a position to be able to keep the matter confidential, even where a student may not wish their tutor to know that a complaint has been made. For example, where a complaint identifies unlawful discrimination, a safety concern or a potentially criminal act, the OCA has a legal responsibility to take appropriate action which is likely to mean that confidentiality cannot be preserved. Where issues are raised which identify a tutor and where it is clear that further investigation and/or action needs to be taken to ensure that the OCAs standards are maintained, it may be necessary to discuss and address the issues with the tutor concerned, and it may be impossible to do this without it being clear that somebody has drawn our attention to an issue. It could be clear to the tutor in such circumstances where the complaint originated from. Sometimes a complaint may turn out to be based on a genuine misunderstanding or on an interpretation of events which is demonstrably unreasonable (for example, where a student has failed to engage properly with the tutoring process). A complaint may even, in rare circumstances, turn out to be malicious or vexatious. We have to consider the moral right of our tutors to defend themselves against complaints by having the opportunity to present their own view of a situation and/or to demonstrate how they have acted reasonably. We therefore consider each case on its merits rather than adhering to hard and fast rules about precisely when and how we will maintain confidentiality or disclose details to other parties. Our approach in all cases is to handle complaints with the highest possible degree of diplomacy, discretion and sensitivity, and we will require the other parties involved to adopt the same approach. Thus, for example, we expect any student making a complaint to observe suitable discretion on the matter while it is being resolved, and not to discuss it with other students or outside parties (e.g. online forums). We also expect that complaints will be raised civilly and in an appropriate communication style, and for our part we will always undertake to deal with complaints politely and diplomatically. We expect our students and tutors to engage with this process in the same open and constructive spirit. We will keep the details of complaints separate from other tutor records (other than noting the simple fact that a complaint has been recorded), and use complaints constructively as a means of improving the service we offer.
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Document H
LEARNER SUPPORT STRATEGY

Background 1. The Open College of the Arts (OCA) has been delivering art education by distance learning since 1987. It is an educational charity with a commitment to widening access. Any surpluses are invested back into either expanding the curriculum offer of providing additional learner support. Unlike conventional on-campus programmes, the OCAs students are geographically removed from tutors. The student body includes many adults with work and family obligations who have less time to study than full-time students. They may have been out of formal education for some time or have had little previous access to formal education. A significant minority experience a range of disabilities or obstacles which impede their learning. The OCAs approach is specifically designed to support and develop people who wish to learn in this way, no matter what their circumstances. However, the particular challenges presented by this mode of study necessitate proactive student support by the OCA in order to ensure that issues faced by students do not impact on their studies. Whilst the OCA has always considered proactive learner support to be central to its approach, the development of a growing range of accredited degree programmes has created a new range of student issues and a greater need for dedicated learner support. The OCA therefore now has a specific post focusing on learner support. One of the key roles of the Senior Academic Co-ordinator (Learner Support) is to identify the barriers faced by learners and assist in finding remedies to minimise their impact.
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Approach 6. The OCA has the following objectives with regard to Learner Support: to widen access to, and participation in, art education; to ensure no-one is disadvantaged in accessing the OCA; to provide the highest quality student experience, facilitating learning and encouraging students to become self-directed learners; to respond to student issues diplomatically, sensitively, consistently, robustly and appropriately; to offer tailored support to meet the needs of students, enabling them to achieve their potential and participate fully in OCA activities and opportunities; to ensure that the student voice is heard and responded to; to increase engagement in all aspects of the OCA by students, tutors and staff, leading to a greater sense of community and ownership; to support tutors and staff in meeting the needs of students; to liaise effectively with accrediting universities, funding bodies and other external organisations, as relevant.
Learner support scheme 7. One of the more tangible elements of the Learner Support Strategy is the OCAs Learner Support Scheme, designed to provide additional support to those with financial or other hardships. In brief, there are two main elements to the scheme, as follows: bursaries to part finance enrolment fees;
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ad hoc support (e.g. with travel and carer costs for students with disabilities attending OCA-led study days; posting and packaging costs for Fine Art students in demonstrable financial hardship; arts consumables for students in custodial institutions).
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The scope of the Learner Support Scheme was enhanced with effect from September 2012 to include students who live overseas and/or are enrolling on the MA and/or have prior qualifications at HE level. The details of the scheme are set out on the OCA website at: http://www.oca-uk.com/data/files/learner-support-scheme.pdf Students should be aware that: there are detailed eligibility criteria for the scheme (see details on the website); there is a finite budget which may well become fully committed before the end of the year: the scheme will then be suspended until the start of the next financial year (the 1st September); UK-based students (excluding those living in Scotland18) who are studying for a full degree (as opposed to individual course units) are required to apply for support from the appropriate Student Finance body first. The OCAs Learner Support Fund is not designed to provide an alternative source of funding to students who are eligible to apply for loans or grants from existing government supported schemes; all the enhancements financed through the Learner Support Scheme are in addition to OCAs statutory responsibility to make reasonable adjustments for those with disabilities or longer term health issues.
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Owing to the different arrangements for funding HE applied by the Scottish Government, OCA students in Scotland are (unfortunately) not eligible
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Document I
APPEALS AGAINST ASSESSMENT OUTCOMES PROCEDURE

Purpose 1. The purpose of this Procedure is to enable a student to query an assessment outcome when he/she believes that an injustice has occurred under the Regulations.
Scope 2. 3. The regulations and procedures which follow apply to all undergraduate and postgraduate programmes at the College. The Appeals Against Assessment Outcomes Procedure is located unequivocally within the Academic Regulatory Framework (see Document B in these Regulations), as approved by the University for the Creative Arts (UCA) - our validating university.
Grounds for appeal 4. 5. 6. A student may only appeal against an assessment outcome if s/he believes that there has been a significant administrative error in the conduct of the assessment. It should be noted that disagreement with academic judgement does not constitute grounds for appeal. This Procedure is not to be used for complaints about tutor-related or College servicesrelated problems. Complaints must be raised at the appropriate time, through the appropriate procedures.
Limitation period 7. There is a time limit of 28 working days from the date of an assessment outcome being notified to the student in which they may submit an appeal. Appeals received beyond the 28 working day period will not normally be considered by the Academic Registrar. Special consideration will only be given exceptionally, where the student provides the Academic Registrar with a substantiated reason for any delay. Appeals must be submitted in writing, either by post, email or fax, and addressed to the Academic Registrar.
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Informal discussion 10. In the first instance, the student should discuss the matter with the OCAs Senior Academic Co-ordinator (Learner Support). This will often result in the matter being resolved informally and quickly. The exchange is entirely confidential and, if the student decides not to pursue his/her appeal, the matter will go no further. An appeal cannot be processed unless this stage is concluded.
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Lodging a formal appeal 13. If, subsequent to the procedures specified above, a student wishes to continue with their appeal, they should submit this in writing, and address it for the attention of the Academic Registrar. The correspondence must stipulate clearly the grounds on which the appeal is based. The correspondence should detail in full all matters relevant to the appeal, including reference to alleged incidents or events, people involved, and relevant dates where appropriate. Appeals received beyond the 28 working day period will not normally be considered by the Academic Registrar. Special consideration will only be given exceptionally, where the
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student provides what the Academic Registrar considers to be a substantiated, valid reason for any delay. 16. The appeal, once submitted, is considered to be the definitive statement of the students case and may not be added to, other than to submit fresh evidence which was not previously available. The student will be notified of the receipt of the appeal within three working days of its receipt by the Academic Registrar.
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Considering appeals and notifying outcomes 18. The Academic Registrar will consider the students case in light of the permissible grounds for appeal as specified above (i.e. a significant administrative error in the conduct of the assessment). Where relevant, the Academic Registrar will request written statements from the assessors, Head Office staff or any other people relevant to the appeal. These statements should be supplied in a form suitable for use as evidence at an Appeal Panel. If the Academic Registrar determines from the available evidence that the grounds for appeal are substantiated, s/he will recommend to the OCAs Curriculum and Quality Committee that the appeal be referred to the UCAs Chair of the Progression and Award Board, with a view to reviewing the students assessment outcome(s). If the Academic Registrar considers that the student does not have valid grounds for appeal, he/she will inform the student in writing. The student will be invited to contact the Academic Registrar within 7 working days if he/she wishes to contest the outcome. If the student confirms that he/she intends to pursue the appeal further, the Academic Registrar will take the case to the OCAs Curriculum and Quality Committee. The latter meets on a monthly basis. Decisions will be conveyed to the student within 7 working days of the meeting. If the Curriculum and Quality Committee decides that the appeal is valid, the Chair will refer the case to the UCAs Chair of the Progression and Award Board, with a view to reviewing the students assessment outcome(s). However, if the Curriculum and Quality Committee rejects the appeal - and no further communication is received from the student within 7 working days of receipt of the decision - the appeal will be deemed to have been dismissed.
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Appeal to accrediting university 24. A student who has had their appeal rejected by the OCAs Curriculum and Quality Committee may take their case to UCA, the accrediting university. This is only permissible if (a) the appeal was on the grounds of administrative process and not academic judgement and (b) the student had been through OCAs own appeals procedure first.
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Document J
OFFENSIVE CONTENT POLICY

1. Any student work that involves the creation, display, production and circulation of content which could be perceived as abusive or offensive is expressly forbidden. This applies to work in any form or any medium. Tutors are required to bring such content to the attention of OCA Head Office. The OCA operates at all times within the provisions of the following legislation: Copyright, Designs and Patents Act, 1998; Criminal Justice and Public Order Act, 1994; Data Protection Act, 1998; Defamation Act, 1996 and libel laws; Equality Act, 2010; Freedom of Information Act, 2000; Human Rights Act, 1998; Obscene Publications Act, 1959 and 1964; Protection from Harassment Act, 1997; Protection of Children Act, 1999; Telecommunication (Lawful Business Practice) (Interception of Communications) Regulations 2000. Offences against these acts may be reported to the Police for further investigation and possible prosecution. If students are unsure whether their work would fall into the offensive content category, they are entitled to submit a sample to the OCA Head Office for guidance before incorporating the material into their work or making it publicly available. Any such work will be reviewed by the Curriculum and Quality Committee and the result notified to the student. The review by the Curriculum and Quality Committee will result in one or more of the following outcomes: a requirement that the student either does not include the content, or adequately contextualises the content and justifies its place within the body of work; a requirement that the student places adequate gateways/protection in place to protect minors and to warn tutors/assessors and any other people who may view the content, of the offensive nature of the material; a requirement to eliminate the content from the portfolio. There will be no penalty for the student in such a situation provided that any work deemed to be offensive is immediately withdrawn or adapted within the provisions of this policy. However, in an extreme case, and where the outcome determined by the Curriculum and Quality Committee is not acted upon immediately, tutorial support will be withdrawn from the student (without refund), in line with the disciplinary paragraphs in the Conditions of Enrolment.
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Document K
DATA PROTECTION AND CONFIDENTIALITY POLICY

1. 2. OCA takes very seriously its responsibility to manage data securely and to respect student confidentiality. The objectives of the Data Protection and Confidentiality Policy are that information must be: 3. fairly and lawfully processed; processed for specified purposes; adequate, relevant and not excessive; accurate and up-to-date; not kept for longer than is necessary; processed in line with individuals rights; secure; not transferred outside the European Economic Area without adequate protection.
There are four principal components to the policy: active data protection and information management; Confidentiality and Non-disclosure Policy, signed by all staff; data security processes; student records retention schedule.
Active data protection and information management 4. The OCA is registered with The Information Commissioners Office and is entered on the Data Registry (reference Z7451677). Stephanie Gillott (Academic Registrar) is the nominated Data Controller. Underpinning the commitment to responsible information management is a cycle of periodic data audits. These are major exercises, when all the individual pieces of data retained and the processes adopted for managing them - are reviewed by senior managers.
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Confidentiality and Non-disclosure Policy 6. All OCA employees are required to sign a confidentiality and non-disclosure agreement. This sets out the need for confidentiality and makes explicit the serious consequences of any breach.
Data security processes 7. OCA understands that it is critical to take steps to maintain the security of data received from students and tutors in confidence. It has therefore defined detailed data security processes for obtaining, storing and disposing of confidential or sensitive data. The following IT and operational security procedures are operated by all employees: secure login identification for using IT and web-based systems. Each time employees access OCA data, they are required to sign in, using personalised password identification. logical access controls. Access to information is limited so that only those employees needing data to be able to deliver student services are given access to sensitive information.
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protecting OCA IT systems. The OCAs IT systems operate behind a firewall, and use encrypted storage of data; this is subject to specialist external review and support from a professional IT consultant, who ensures we have proper security functionality. ensuring continuous operations. There is a detailed business continuity policy in place which encompasses: o secure, encrypted, data backup o secure offsite storage o original record handling o secure disposal. limiting the amount of paper-based confidential or sensitive data held. Any necessary confidential or sensitive paper records are kept in secure storage (and see the next section).
Student records retention schedule 9. 10. Individual records are kept for as long as required but no longer. The student records retention schedule describes how this works in practice In brief: All records are stored digitally. There are 5 statuses of students in the schedule, namely: o enquirers; o students who start a course unit but do not complete; o students who complete at least one course unit but are not assessed; o students who are assessed for at least one course unit; o students who complete a qualification (degree or Exit Award). 1. For each status of student, there are defined periods of time during which all or some records are kept. The periods of time will vary from 2 years (enquirers and noncompleters) to 7 years (those successfully completing one or more course unit), starting from the point at which the student ceases to be 'active'. For students with HE credits, brief essential data will be retained indefinitely (i.e. name, date of birth, course units and accredited outcomes achieved, together with minimal contact details) so as to be able to respond to subsequent enquiries from students and other HE institutions.
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The Data Protection Act The Data Protection Act gives to you the right of access to the personal information OCA holds about you. You may send OCA a subject access request requiring OCA to tell you about the personal information OCA holds about you, and to provide you with a copy of that information. In most cases OCA must respond to a valid subject access request within 40 calendar days of receiving it. OCA charges a search fee for providing this information. For more details of the current fee please contact the OCA office.
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Document L
DEFERRALS, EXTENSIONS AND RE-INSTATEMENTS

Introduction 1. This policy covers the following: dormant students; out of time students; withdrawal from studies; deferrals; extensions; reinstatements. This policy is solely concerned with timescales for completion of course units (i.e. up to 24 months ). For undergraduates only (but not personal development learners) please note that other time limits apply to the completion of Levels (i.e. achieving 120 HE credits) and the full degree (total time allowance of 12 years). Further details of these latter time limits are set out in the Academic Regulatory Framework in the Student Regulations.
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Dormant students 3. A typical duration for a student completing19 an OCA course unit is around 12 months. Many students put in more time on a week to week basis and hence take less than 12 months; others take longer for a variety of reasons, most entirely valid. However, the OCAs current terms and conditions state that students have a maximum period of 24 months in which to complete their course unit (unless they are granted an extension see below). At any point during this 24 month cycle, a student may become dormant: such a student effectively ceases to be active, even though they still have time left on the original allocation. The hiatus may be entirely explicable (e.g. extended absence on holiday) but it may also be a case of the student losing interest and ceasing to submit assignments: in practice, therefore, they have ceased from being active students. The students tutor will be the first person to notice the inactivity. He or she would typically try contacting the student to ascertain the situation, encourage the student to re-engage, and offer support as relevant. In parallel with this, students are asked to confirm to Head Office (by email or tear off slip) the date on which they submit assignments to tutors. This enables Academic Services Team staff to undertake periodic reviews of all students, identifying those who appear to be dormant and contacting them just to check that there are no problems which can be addressed thereby enabling the student to re-engage. The team also remind students at this stage of the maximum 24 month period and confirm the end date for the students entitlement to tutor support.
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Out of time students 7. Each month, Head Office staff carries out a check of students in the 22nd month of their allotted maximum 24 month period. A standard letter is then sent to the students identified by the search, inviting them to get in touch if they have evidence based mitigating circumstances, that have prevented study at a reasonable rate, with the default position being clearly stated that they will run out of time within 2 months.
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Completion in this context simply means completing all the assignments as stipulated for the course module (typically 5 or 6) irrespective of whether the student subsequently submits his/her work for assessment.
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Once students are classified as out of time, their course unit is deemed to be complete and they have no further entitlement to tutorial support. Withdrawal from studies If circumstances arise that mean students can no longer commit to continuation of study, they should withdraw formally from the course unit. This is a two stage process. Firstly they should contact Head Office in writing or by email, quoting their student number, to advise of their withdrawal. It is always preferable to state the reason for withdrawing from studies since Head Office staff can sometimes suggest ways of getting round the difficulties faced and/or advise on the deferral procedure. If students have previously had credits registered with our accrediting university then they must also confirm that they are not intending to re-enrol, since the Academic Registrar will need to notify the university. Once this is returned and sent to the university, the student will receive an official exit transcript in due course, which details the credits obtained and subjects covered to date. They may need this in the future, as evidence of their studies, if they decide to take up further learning at another institution. If students do need to withdraw from their study with OCA and have been accumulating Higher Education credits, it is always worth discussing the position with the Academic Registrar, since they may qualify for an Exit Award, such as an HE Certificate or Diploma.
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Deferrals 15. Degree students should be aiming to complete each Level 1 courses within 15 months, and each Level 2/3 courses in 21 months to meet the target period of 4 years per level, and 12 years for completion of the degree (please refer to the Academic Regulatory Framework in the Student Regulations for further information). Within the maximum 24 month time-frame for each individual course there is scope for a short study break, or periods of slower progress. However, circumstances may arise where it is necessary to request a formal deferral. At any point beyond the initial 30 day money back period - and up to 18 months into their course unit - a student may apply for a deferral. This results in an agreement to stop the clock for a period of time which is agreed and confirmed in writing (typically up to 6 months). Many situations could give rise to such a request (e.g. illness on the part of the student/ their partner/ a dependent, carer responsibilities, conflict area posting for military personnel). Where the request is made in advance (i.e. not a response to an out of time letter) and where the circumstances are explained and evidences, a deferral is likely to be granted. This is at the discretion of the Head of Operations. As stated above, deferrals are typically for up to six months; requests for longer deferrals require a strong supporting case. If students dont contact the OCA during the 6 month deferral period, they are sent a reminder letter towards the end of the period in question. Students should be advised that where a deferral extends a course beyond the original 24 month time frame, this may reduce the time remaining to complete the full Level. For example- Each level must be completed in 4 years. A student on their first level 1 course takes a six month deferral. The 6 months is added to maximum course term increasing it from 24 months to 30 months. The student then takes 27 months in total finish the course. The time remaining to complete the Level 1, with two modules outstanding, is now reduced to 21 months.
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Extensions
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Extensions can either be requested by students toward the end of their allotted 24 month period, or as a result of being told they are about to be out of time. In the first of these scenarios (student makes a request in advance), the situation is similar to that described for deferrals. Provided Head Office staff can see evidence that the student has been engaging with the course unit (typically evidenced by the student having submitted at least three assignments) - and provided the circumstances are described and evidenced - extensions of up to six months (3 months for each remaining assignment), may be granted at the discretion of the Head of Operations. No charge would be made. In the second of the two scenarios described above (student makes no effort to keep in touch, either with their tutor or Head Office but then requests an extension when told they are about to run out of time), the practice is as follows: if the student has not completed any assignments, or has only completed one or two and there are no genuine extenuating circumstances no extension will be given. Thus the student will be deemed to have run out of time and a letter will be issued confirming this; if the student has completed three or four assignments and/or has only completed one or two, but can evidence genuine long-term extenuating circumstances the student will be offered an extension: - if they take up this offer, a new deadline will be agreed (typically 3 months per assignment to a maximum of 6 months) - if they reject the offer, or dont respond the student becomes out of time de facto. When a student claims extenuating circumstances, supporting evidence will be required and the decision as to whether to award an extension is taken by the Head of Operations. Our practice is to be extremely supportive and flexible when a student has kept us in the picture, but to take the opposite position (likelihood of rejection in the absence of, say, a doctors letter), when the claim is made in retrospect. Students should be advised that an extension will extend a course by 3 6 months beyond the original 24 month time frame, and that this may reduce the time remaining to complete the full Level (please refer to the Academic Regulatory Framework in the Student Regulations for further guidance).
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Reinstatements 22. With effect from the 1st September 2013, the option to reinstate an uncompleted course at a reduced fee is no longer available. Students who have run out of time and do not qualify for an extension (see above), will be required to make a new enrolment if they wish to continue their studies. !
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Document M
PLAGIARISM AND MALPRACTICE IN COURSEWORK AND ASSESSMENTS

1. Plagiarism is defined as presenting someone elses work, in whole or in part, as your own. Work means any intellectual output, and typically includes text, data, images, sound or performance and includes material downloaded from electronic sources. Malpractice occurs when a candidate attempts to mislead or deceive the examiners concerning the work submitted for assessment. This includes colluding with others (including other students) in the preparation, editing or submission of work. This applies to work which is submitted for assessment, including work that contributes to the mark for a module or for any award. Examples of plagiarism and/or malpractice include: submitting assignments obtained from others, whether within or without the OCA, including on a commercial basis, and including from essay mills; fabrication of information; theft or misrepresentation of identity (which includes requesting others to undertake an assessment); misrepresenting or defaming the work or opinions of others; resubmitting ones own work or part thereof when any of this has been submitted for marks or credits, even if in a different module or for a different qualification or completed prior to entry to OCA; submitting the same work to satisfy the requirements of two assessments; colluding with others to submit work which is not entirely ones own. All students will be asked to confirm at the time of submitting work for assessment that the work: is their own, not copied from elsewhere, and that any use of someone elses ideas or words has been appropriately acknowledged and referenced; has been produced explicitly for that course unit, not copied from work undertaken previously. OCA runs random checks on pieces of work that are submitted to tutors for review and for assessment. In addition, if a tutor or assessor suspects there may have been an instance of plagiarism, the matter is investigated.
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Penalties 6. 7. OCA will judge the severity of each situation regarding plagiarism or malpractice and the penalty will be assigned accordingly. The penalties range from any, or a combination, of the following: written warning; written warning and a requirement to resubmit the work with a capped mark (if for assessment); the completion of an essay on the subject of plagiarism and malpractice; suspension from OCA for a period, through to (for severe cases) permanent exclusion with no award. Mitigation may lessen the penalty but it does not excuse the offence. A student cannot have a degree conferred, or an award presented, while any such allegation against him/her remains unresolved and any dishonest work remains extant.
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How plagiarism and malpractice is dealt with: initial procedures 9. Where a tutor, assessor or other member of staff suspects a student is culpable of plagiarism in relation to coursework, s/he will: register that academic misconduct is suspected with OCA Head Office (Director of Curriculum); write a brief report detailing the location of any suspected plagiarism and provide a copy of the relevant piece of work and plagiarised sources.
How plagiarism and malpractice is subsequently dealt with: formal investigative procedure 10. 11. 12. Upon receipt of any allegation of plagiarism, the Director of Curriculum will decide if there is sufficient prima facie evidence to suggest that the student has contravened the regulations. If the decision is that there is not sufficient evidence, the case is dropped. If the decision is that there is reason to believe that the student may have contravened the regulations, the Director of Curriculum will write to the student concerned: to present the allegation(s); to request a written statement in response to the allegation(s) and any factors which the student would like taken into account; to request a reply within 7 working days of the date on which the letter is sent (also explaining the consequences of failure to reply); to enclose a copy of this policy; to also enclose copies of any evidence or report, if so desired. This would be at the discretion of the Director of Curriculum. If the student replies within 7 working days of the date of dispatch of the letter denying the charge, the Director of Curriculum will consider the allegation, in light of the students response, and in consultation with those involved. This may include any or all of the tutor, assessor, and Head Office staff, as appropriate. If, following the students response, it is considered that there is no case to answer, the charge will be dropped. If a written reply from the student is received within 7 working days of the date of dispatch of the letter, admitting that academic misconduct has taken place, the Director of Curriculum will set an appropriate penalty. Where the admitted misconduct is of a very serious nature that may merit the sanction of suspension or expulsion, the Director of Curriculum will refer the case to the Chief Executive for decision (and see paragraph 20 below). If the student replies denying the allegation but it is nevertheless considered that there is still a case to answer - the Director of Curriculum will formally investigate the allegation(s). This will involve seeking written statements from any or all of the tutor, assessor, and Head Office staff, as appropriate. The student should also be invited to make any further submission at this point. Where it is considered, following investigation, that the allegation is proven and might merit the penalty of suspension or expulsion, the Director of Curriculum will refer the case to the Chief Executive for decision. Where the student is on the undergraduate route and registered with the accrediting university and where the Chief Executive of OCA takes the view that the case is admitted or proven and merits the penalty of suspension or expulsion, he will refer it to the UCA, as the accrediting university. The case will then be dealt with in accordance with the UCAs Regulations, details of which can be found at: http://community.ucreative.ac.uk/index.cfm?articleid=31158
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Students not replying to the Director of Curriculums letter, without good cause, will be considered guilty of all allegations and an appropriate sanction will be imposed.
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Document N
DISCIPLINARY PROCEDURE
1. The OCAs Disciplinary Procedure is designed to provide a clearly formulated and impartial process for dealing with problems of student behaviour within a reasonable timescale and having due regard to the spirit of natural justice. The policy is set out in the following sections: principles; scope; parallel procedures and policies; disciplinary offences; disciplinary process in outline; Level One process; Level Two process; appeals; publicity.
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Principles 3. The OCA is committed to the fair and equal treatment of all individuals regardless of gender, age, disability, colour, race, ethnic or national origin, socio-economic group, sexual orientation, marital status, family responsibilities, religious or political beliefs. Further details of the OCAs Equality and Diversity Policy are set out in Document O of the Student Regulations. The OCA and its student body recognise that both parties have a right to be treated with respect. The principles underpinning this partnership are set out in a statement which was developed jointly by the OCA Executive and the OCA Student Association in 2012. It is published in the Student Handbook but reproduced overleaf for ease of reference.
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Scope 5. The principles of the Disciplinary Procedure apply to students enrolled on all OCA course units, irrespective of the subject and level of study (including pre-degree, undergraduate and postgraduate programmes). The processes of the Disciplinary Procedure are nearly identical across all students. However, there is a small but important difference about the appeals procedure, depending on whether the student is a personal development learner or is registered with the University for the Creative Arts (UCA), our validating university. For the avoidance of doubt: all students on pre-degree courses are deemed to be personal development learners in this context, even if they have every intention of proceeding to the degree programme. This reflects the fact that they would not be currently registered with the UCA; students on undergraduate courses become registered with the UCA at the point of submitting their work for assessment for their first course unit. Even if a student on their first unit has every intention of carrying on for a full degree programme, they are not formally registered until the precise point defined above; similarly, students on postgraduate courses become registered with the UCA at the point of submitting their work for assessment at the end of the first unit.
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Partnership Statement between OCA Staff and Students*

Students As a student at the Open College of the Arts, I will: Pursue my studies with enthusiasm and passion, working to the best of my abilities and engaging fully with the scope and range of activities associated with OCA distance learning Take responsibility for managing my own learning journey, allocating sufficient time to pursue my studies and submitting work within agreed timescales wherever possible Seek out and engage with opportunities available outside my studies that enrich my knowledge, skills and experience; aspire to broaden my horizons and explore creativity to the full Communicate respectfully and responsibly with other students and OCA staff Participate actively in community activities such as student forums, study visits, workshops and critiques; be willing to share my work within the OCA community Respond positively to constructive feedback from tutors; engage thoughtfully and enthusiastically in critical discussion with other students Ensure that I fully understand and work within the OCAs defined learning framework; communicate any issues and concerns that I experience promptly and respectfully through appropriate channels Apply principles of honesty and integrity to my studies, and in all my dealings with OCA and its staff
*This statement was drawn up jointly by OCA staff and OCASA
Tutors and Head Office Staff As tutors and head office staff at the Open College of the Arts, we will: Develop well-structured, well-researched and relevant learning pathways that guide students to attain their potential, broaden their horizons and achieve appropriate qualifications Devise stimulating course materials and online resources based on effective distance-learning methods and technologies; keep up-to-date with new developments in learning, teaching and assessment Provide timely, well-grounded, constructive and challenging individual feedback on each students work, from a tutor who is experienced at HE level, a practitioner in the relevant field, and well-versed in distance learning Support each student with considered and informed advice and guidance on issues related to their orientation to HE, learning pathway, and progression choices Facilitate the development of a lively, supportive and challenging college community through online forums, optional study visits and studentinitiated projects Develop and sustain an ethos that reflects the critical stakeholder status of our students; actively seek students views on the learning experience with OCA; value that feedback and act on it where appropriate Provide accessible and inclusive learning and teaching that respects and benefits from cultural diversity and is responsive to students with special needs Apply principles of honesty and integrity to all our dealings with students and our OCA colleagues
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Parallel procedures and policies 8. 9. This procedure is solely concerned with the OCAs response to issues around student discipline. Other policies and procedures in the Student Regulations deal with related issues. Thus, for example: students wishing to make a complaint about the OCA should do so through the Complaints Procedure (see Document F in the Student Regulations); students wishing to appeal against an assessment outcome should follow the specific procedure set out in Document I of the Student Regulations; issues of plagiarism and malpractice in coursework and assessments are dealt with through the procedure described in Document M of the Student Regulations. As a matter of principle, the same incident cannot be dealt with by two different procedures either in parallel or in sequence. For the avoidance of doubt, this means that: it is not possible to go through one procedure to its conclusion and then initiate action for the same incident through a different procedure; it is not possible to initiate action through more than one procedure in parallel.
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Disciplinary offences 11. In general terms, disciplinary offences are likely to fall into one of the following categories: actions which cause actual or potential distress or harm to other students; actions which cause actual or potential distress or harm to tutors or head office staff; actions which may cause reputational damage to the OCA or its validating university; actions which may prevent or disrupt the normal functioning of the OCA or its validating university. In practice it is impossible to give an exhaustive list of all types of incident which might give rise to action through the Disciplinary Procedure. The OCA retains the right to determine whether any particular incident is covered by the Procedure or not. Any students feeling that the OCAs interpretation is incorrect or unreasonable has the right to pursue the matter as a complaint (see Document F).
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Disciplinary process in outline 13. Concern over an issue of student behaviour could be raised from a variety of sources: a member of Head Office staff; a tutor; another student; a third party (e.g. a host organisation for a study visit or an owner of copyright). Any such concerns should be addressed to the Head of Operations in the first instance. The Head of Operations will look at the evidence as presented and make an initial assessment as to whether the incident appears likely to fall within the Disciplinary Procedure. There are four possible outcomes from this initial assessment: a. a decision that no case worthy of further investigation has been made out; b. a decision that, on the basis of evidence supplied, the case is better addressed through a different process (e.g. Complaints Procedure); c. a decision that there is sufficient evidence of inappropriate behaviour to investigate more thoroughly but that the incident appears relatively minor;
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a decision that there is sufficient evidence of inappropriate behaviour to investigate more thoroughly and that the incident appears serious.
If outcome (a) in paragraph 15 applies, the Head of Operations will inform the person who raised the concern of the decision. They may either accept the decision - in which case the incident is closed; or supply supplementary information - in which case the Head of Operations will review the original decision as to whether to proceed or not. If outcome (b) in paragraph 15 applies, the Head of Operations will advise the relevant party to take up the matter through the policy or procedure deemed to be more appropriate. If outcome (c) applies, the case will be dealt with through the Level One process (see below). Examples of a minor offence would include: tactless criticism of a fellow students work in a student forum; an unintentional minor infringement of copyright. If outcome (d) applies, the case will be dealt with through the Level Two process (see below). Examples of a serious offence would include: racist comments on a blog; ungrounded malicious complaints against a tutor; a second or subsequent minor offence within a 24 month period.
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Level One process 20. Where there is a prima facie case of a minor disciplinary offence having been committed, the Head of Operations will inform the student of the allegation and invite a response within 10 working days. If the student admits the offence, apologises to the relevant party, makes good any damage, and makes a commitment not to repeat the offence, no further action will be taken. However, a brief note of the incident will be made on the students file so that, if any subsequent incidents are reported, any previous incidents can be taken into account. If the student denies the offence, they should provide a written response (within the 10 day period), explaining why the incident should not be dealt with under the Disciplinary Procedure. If the Head of Operations accepts that, on the balance of probability, no offence has been committed, the student and the complainant will be informed that no further action will be taken. No entry will be made on the students file. However, if the Head of Operations still takes the view that a disciplinary offence has been committed, despite the students written comments, the case will be referred to the OCAs Director of Curriculum and Assessment. Both the allegation and the students response will be considered. In cases where the Director of Curriculum and Assessment decides that no offence has been committed, a letter will be sent to the student confirming this outcome. No entry will be retained on the students file. However, if the Director of Curriculum and Assessment judges that a minor offence has been committed, a letter will be sent to the student within 10 working days of the meeting, which will confirm the decision and provide specific instructions for action to be taken to put the matter right and/or future changes in behaviour required. This is the only sanction applied for Level One offences. Brief details of the case will be recorded on the students file. There is no appeal against Level One decisions.
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If a student indicates that they are not prepared to accept the decision and/or repeats the original offence, the case will be automatically dealt with under the Level Two process, irrespective of the status of the original incident.
Level Two process 28. Where there are reasonable grounds to suppose a serious disciplinary offence has been committed or that a second or subsequent minor offence has been committed within a 24 month period the Head of Operations will inform the student of the allegation and arrange for tutorial support to be suspended immediately. The student will be invited to provide a written response to the allegation within 10 working days, although a longer period may be granted, provided an interim response is received within 10 working days. The interim response should: state why a substantive response cannot be supplied immediately; and provide a reasonable deadline for submission of the substantive response. When students respond to the allegation, they may find it helpful to seek advice from someone not directly involved. This might be, for example: a family member; a friend who is also an OCA student; a friend who is a student elsewhere; a professional adviser; their subject representative on the OCA Student Association. All cases of alleged serious disciplinary cases will be considered by the Curriculum and Quality Committee (which meets monthly), irrespective of whether the student has admitted or denied the offence: If the students written response contains an admission that they were at fault, they will be advised to set out any extenuating circumstances which they would like the Curriculum and Quality Committee to take into account. If the students written response consists of a denial that they are at fault, they will be advised to respond to the allegation and provide any information which would help to shed light on why the case had been brought. Even if no written submission is received, the case will still be considered by the Curriculum and Quality Committee. In cases where the Curriculum and Quality Committee decide that, on the balance of probability, no offence has been committed, a letter will be sent to the student within 10 working days of the meeting, confirming this outcome. No entry will be made on the students file. Tutorial support will also be reinstated as soon as practicable. An extension equivalent to two weeks more than period of suspension will be added to the students entitlement for tutorial support for the relevant course unit. However, if the Curriculum and Quality Committee judge that a serious offence has been committed, a letter will be sent to the student within 10 working days of the meeting, which will confirm the decision and indicate the sanction. The following are the only two sanctions may be applied: Where there are significant mitigating circumstances and where an apology and commitment not to re-offend have been freely offered the Committee may decide to treat the case as though it were a minor offence. In this situation the Committee will provide specific instructions for action to be taken to put the matter right and/or future
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changes in behaviour required. A summary of the case will be recorded on the students file. Where there are no mitigating circumstances or where the explanation provided is deemed insufficient to mitigate the seriousness of the offence the decision of the Committee will be to expel the student from the OCA with immediate effect and without any refund of fees, subject to any appeal (see next section).
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Where a student is expelled: they would not be able to put in their work for assessment. However, they may qualify for an exit award on the basis of any credits already awarded, following successful assessment of previously completed units; the OCA would not be able to provide an academic reference, other than to provide written confirmation of any credits awarded for units successfully completed (i.e. prior to the incident which gave rise to the expulsion). Students expelled as a result of a Level Two disciplinary matter would not be able to re-enrol with the OCA for a minimum period of five years from the date of expulsion. Re-enrolment is not automatic after this time but would be at the discretion of the Chief Executive. Any students in this situation should write to the Chief Executive explaining their reason for wanting to take up their studies again and providing reassurance about lessons learned. In such a situation, and if the Chief Executive were to approve the re-enrolment, no discount in fees would be available in respect of the previous unit started but not completed; nor would any allowance be made for assignments submitted for the previous course unit.
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Appeals 37. No appeals can be made against any decisions made as part of the Disciplinary Procedure, other than where the Curriculum and Quality Committee recommend expulsion in the Level Two process. The route for appeals is different, depending on whether the student is a personal development learner or registered for an undergraduate or postgraduate programme with our validating university. Personal development learners 38. Personal Development Learners may appeal to a sub-committee of the OCAs Board of Trustees. Any students wishing to take up this option should write to the Chair of Trustees within 30 days of receipt of the letter confirming the decision from the Curriculum and Quality Committee. The letter should set out: why they believe the judgement is unfair; any additional information the student wishes the Trustees to take into account. The Chair will convene a Sub-committee of the Board within 30 days of receipt of the appeal. The Sub-committee will consist of 3 Trustees, at least one of whom should be drawn from the Development Committee and at least one of whom should be from the Audit Committee. The Chair will gather evidence as relevant to the specific circumstances of the case. As a minimum this would be from: both the OCA Executive. This would include the original allegation, the evidence reviewed by the Curriculum and Quality Committee, a summary of the process to date and the reason for the sanction of expulsion being imposed; and the student. This would include the students explanation of the events giving rise to the allegation and their letter of appeal (see paragraph 38 above). Students may find it
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helpful to seek advice from a third party (see the suggestions in paragraph 30 above) as to the most effective way of structuring their appeal. 42. The decision of the Trustees will be final in respect of appeals from personal development learners. Students registered with our validating university 43. 44. Students registered with our validating university have a right of appeal to the UCA. However, this right can only be exercised if: the student is on a programme validated by the UCA; and the provisions of the OCAs Disciplinary Procedure have been followed through to their conclusion; and the recommendation of the OCAs Curriculum and Quality Committee is for expulsion (UCA has no locus in commenting on minor disciplinary matters). Students wishing to appeal to the UCA should write to the UCAs Academic Registrar, stating the grounds for their appeal within 30 days of receipt of the letter confirming the decision from the OCAs Curriculum and Quality Committee.
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Publicity 46. It is a specific requirement of the Conditions of Enrolment that any matters dealt with under the Disciplinary Procedure are to be kept confidential. In particular, this means the matter must not be discussed with fellow students or the media. The only exceptions to this would be if the incident was brought to the attention of the validating university, the Office of the Independent Adjudicator for HE, the police, a court, an industrial tribunal or a similar official body. If a student revealed details of disciplinary cases whether involving themselves or not in a public domain (other than in circumstances outlined in the previous paragraph), this would automatically be deemed a serious offence and dealt with through the Level Two process as set out in the relevant section above.
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Document O
EQUALITY AND DIVERSITY POLICY

Policy statement 1. The OCA is committed to eliminating discrimination and encouraging diversity amongst our student body, workforce and other stakeholders. Our aim is to nurture an atmosphere in which everyone feels respected and able to give of their best and achieve their full potential. To this end the purpose of this policy is to provide equality, accessibility and fairness for all and not to tolerate discrimination, disadvantage or exclusion based on individual characteristics or experiences (whether existing or perceived) for example: age, disability, caring or dependency responsibilities, gender or gender identity, marriage and civil partnership status, family circumstances, political opinion, pregnancy or maternity/paternity, race, colour, nationality, ethnic or national origin, religion or belief, sexual orientation, socio-economic background, personal interests, trade union membership status or any other arbitrary distinctions. We recognise the negative impact which discrimination has on individuals, society and our own organisation. We believe that discrimination and exclusion represent a waste of talent and a denial of opportunity for self-fulfilment - and for the development of our organisation. We oppose all forms of unlawful and unfair discrimination. Indeed, we believe that diversity is inherently valuable and that different people bring different ideas, perspectives, opinions, histories, knowledge, cultures and life experiences which strengthen and add value to all our activities. We are therefore committed to moving beyond tolerance or compliance with the law towards understanding, embracing and celebrating difference as a valuable asset by accepting, valuing and engaging with people, views and beliefs which are different from our own. We believe that diversity and social inclusion contribute to an atmosphere which benefits all our stakeholders in terms of educational attainment, career progression, self-fulfilment and selfesteem. We believe that as an open access college we must at all times be open to new ideas, perspectives, knowledge and life experiences. Diversity is therefore central to our organisation as we wish to open up the OCA to all sections of society. We are proud to be a multi-cultural and socially-inclusive community. We respect the rights of others to hold different views, whether political, religious or philosophical, but will not tolerate their expression in ways that demean, undermine or abuse others. We expect all our staff, students, tutors and Trustees to treat each other with respect, dignity and courtesy, and we will challenge behaviour which does not accord with our principles. Much of the OCAs work is focused on increasing the life chances and experiences of people who would otherwise not be able to access arts education. These people originate from diverse communities and backgrounds, and some may face ongoing and removable barriers to inclusion in arts education. We are committed to making it possible for people of all backgrounds to engage with the OCA and our courses, by working together to remove barriers to self-fulfilment for all our stakeholders and for one another.
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Standards of practice 7. It is our aim that our behaviour as an organisation should embody, demonstrate and celebrate the value we place on equality and diversity, which we consider to be at the heart of our work. This impacts on our learning materials, our employment practices, our relationships with students and tutors and our staff development.
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8.
The College has established a positive cycle of equality work to enable us to meet our equality vision. We do not wish to focus on a long list of thou shalt not instructions, trusting instead to the common sense and professionalism of our team and to their commitment to the OCAs key principles and standards (as amended from time to time as the College and its vision grows and develops). The OCA will ensure that our websites confirm to appropriate accessibility standards. We recognise that many of the people who engage with our courses are unable to engage with mainstream educational activities by virtue of their personal circumstances, and may be in isolated situations with little opportunity to interact with others. We will create and nurture opportunities for our learners to engage and debate with each other and with OCA tutors and staff via our online forums, promoting a sense of community and ownership.
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Courses 11. 12. It is our aim that all who are involved in teaching and learning will contribute to promoting and nurturing an environment of mutual respect, understanding and confidence. In developing our course portfolio the OCA will always bear in mind the needs of our potential learners and make such adaptations and reasonable adjustments as are necessary to enable the widest possible range of people to benefit from and participate in our courses. This will include, but not be limited to, consideration of the particular barriers faced by: learners who have disabilities or who have caring responsibilities for people with disabilities; learners who are in custody. We will work to make our courses accessible to all by promoting a Learner Support Scheme to assist people with low disposable incomes and/or additional support needs.
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Study visits 15. Every effort will be made to consider and to meet the access needs of individuals wanting to participate in study visits. The OCA will allocate resources from the Learner Support Scheme to widen access to these events
Working for us 16. All those who work for us, whether part-time, full-time, temporary or on a contract basis, will be treated fairly and with respect. Selection for employment, promotion, training or any other benefit will be demonstrably on the basis of aptitude, ability and merit. All employees will be helped and encouraged to develop their full potential and the talents and resources of the workforce will be fully utilised to maximise the efficiency of the organisation so as to provide the best possible service to all our stakeholders. Vacancies for employment, contracts and Trustees will be advertised in appropriate and diverse places, and may be circulated to organisations and networks in order to reach and encourage a broad range of applicants. Decisions to offer work to individuals will be based upon the candidates ability to meet the unique qualities for each different contract, which will be decided and specified in accordance with the OCAs principles and policies prior to advertisement. We believe every employee is entitled to a working environment that promotes dignity and respect to all. No form of intimidation, bullying or harassment will be tolerated.
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All staff are expected to embrace and comply with the OCAs Embedding Equality Policy, as detailed in the OCA Staff Handbook. The aim of this policy is to enable the OCA to be an inclusive employer, to fulfil its legal obligations with regard to equality law and to encourage team members to play their part in promoting diversity and equality of opportunity so that we can all work together in an atmosphere of mutual respect, openness and transparency. We assert the right to work in an atmosphere free of prejudice and we accept our responsibility always to conduct ourselves in ways which are respectful of difference and value diversity. This involves working together when things go wrong to develop mutually agreed new ways forward and developing each other so as to achieve the optimal balance between the needs of the individual and those of the OCA. Breaches of our Embedding Equality Policy will be regarded as misconduct and will lead to disciplinary action being taken.
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Document P
STUDENT ASSOCIATION CONSTITUTION

The Open College of the Arts Student Association (OCASA) was formed in 2011 and its constitution, drafted by the OCASA President and elected Executive Committee, has been agreed by the OCA Trustees. The constitution includes: Aims and Objectives; Membership and Governance; The Executive Committee Structure and Election Procedures; The Conduct of Executive Committee Meetings; Finance; Complaints and Opting Out. A full copy of the constitution is available by logging into the OCA Student website, at http://ocastudent.com/resources/News/ocasa-minutes. Alternatively, students may request a copy to be emailed to them by contacting president@ocasa.org.uk.
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Student Regulations 2013 220813

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Student Regulations 2013 220813

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Student Regulations

Procedures and policies

Open College of the Arts Student Support

STUDENT REGULATIONS, PROCEDURES AND POLICIES CONTENTS

FINANCE AND ICT-RELATED

plagiarism and malpractice see Section 3.9.

PROBLEMS AND RESOLUTIONS

19. Disciplinary action

FACE TO FACE TUITION

ACADEMIC REGULATORY FRAMEWORK

One credit represents 10

Maximum period allowed for completion of individual units

AWARDS AND CLASSIFICATIONS

Pass /fail scheme

MITIGATING CIRCUMSTANCES POLICY

Table 1: Summary of timescales and permitted extensions Dee review

Tutor Senior Academic Co-ordinator (Learner Support)

Up to 12 years from date of enrolment for first course unit

Note: *RP = recommended period; FD = formal deadline

IMPLICATIONS FOR DEGREE STUDENTS OF WITHDRAWALS AND NON-COMPLETION OF UNITS

TUTOR TRANSFER POLICY

Confidentiality of complaints about tutors

LEARNER SUPPORT STRATEGY

APPEALS AGAINST ASSESSMENT OUTCOMES PROCEDURE

OFFENSIVE CONTENT POLICY

DATA PROTECTION AND CONFIDENTIALITY POLICY

DEFERRALS, EXTENSIONS AND RE-INSTATEMENTS

PLAGIARISM AND MALPRACTICE IN COURSEWORK AND ASSESSMENTS

Partnership Statement between OCA Staff and Students*

EQUALITY AND DIVERSITY POLICY

STUDENT ASSOCIATION CONSTITUTION

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