Partner institutions

• Validated field (V): A validated field is designed and delivered by the partner institution but awarded and quality assured by Kingston University. The field is 'unique' to the partner and is not offered by the University.
• Franchised field (F): A franchised field is designed and assessed by Kingston University but is delivered by a partner institution. Normally, the field will also be delivered within the University and/or by a number of partners in a network (where this is the case, the partnership is coordinated and managed by the University).
• Flying Faculty (FF): An arrangement whereby a course if delivered in a location away from the University by staff from the University, who also carry out assessment. Support for students may be provided by local staff.
• Double award (DA): A double award is where separate awards are conferred by more than one institution on a student upon completion of a single programme of study.
• Joint award (JA): A joint award is where a single award is conferred jointly by more than one institution upon a student on completion of a single programme of study.
• Dual award (DuA): A dual award is where separate awards are conferred by more than one institution upon a student on completion of two jointly conceived programmes of study.
• Joint delivery (JD): This is where a Kingston University award is jointly delivered by the partner and the University (this should not be confused with a 'joint award'. For quality assurance purposes, provision which is jointly delivered is treated in the same way as franchised provision.
• Articulation agreement (AA): A formal agreement recognising the credit rating of a named qualification of another institution or organisation creating the opportunity to transfer credit and enable student entry from the named institution or organisation with advanced standing and specific credit to a university award.

The University uses a standard Institutional Agreement template for all its collaborative taught provision. View template (B7).

Courses include:

• BSc (Levels 4 and 5) Aerospace Engineering (V)

Courses include:

• BEng (Hons) Civil Engineering (top-up) (F)
• BEng (Hons) Electrical and Electronic Engineering (top-up) (V)
• BEng (Hons) Electronic and Communication Engineering (top-up) (V)
• BEng (Hons) Mechanical Engineering (top-up) (F)
• BSc (Hons) Quantity Surveying (top-up) (F)
• MSc Management in Construction (F)
• MSc Renewable Energy Engineering (F)
• MSc Structural Design and Construction Management (F)

Courses include:

• BSc (Hons) Computer Science (Networking and Network Security) (3 years plus top-up option) (V) (Colombo; Gampaha)
• BSc (Hons) Computer Science (Software Engineering) (3 years plus top-up option) (V) (Colombo; Kandy)
• BSc (Hons) Computer Science (Web and Mobile Application Development) plus top-up option (3 years plus top-up option) (V) (Colombo)
• BSc (Hons) Cyber Security and Digital Forensics (3 years plus top-up option) (F) (Colombo; Kandy)
• BSc (Hons) Multimedia Technology (3 years plus top-up option) (V) (Colombo; Kandy)
• MSc Data Science (F) (Colombo; Kandy)
• MSc IT and Strategic Innovation (V) (Colombo; Kandy)
• MSc Network and Information Security (F) (Colombo; Kandy)
• MSc Software Engineering (F) (Colombo; Kandy)

Courses include:

• BSc (Hons) International Business Management (V; DA)
• BSc International Business Management with Foundation Year (V; DA) 
• MSc International Business Management (F; DA)

Courses include:

• BEng (Hons) Aircraft Engineering (top-up) (F; DA)

Courses include:

• Art and Design Foundation Year in Shanghai (Level 3, V)

Courses include:

• MSc Advanced Product Design Engineering and Manufacturing (F)

Courses include:

• BBA (Hons) (Levels 4 & 5) Business Administration (F; DuA)

Courses include:

• BEng (Hons) Aircraft Engineering (top-up) (F) 

Courses include:

• BA (Hons) Communication Design (V)
• BA (Hons) Fashion Business Management (V)
• BA (Hons) Fashion Communication (V)
• BA (Hons) Fashion Design (V)
• BA (Hons) Interior Architecture & Design (V)
• MA Fashion Business Management (V)
• MA Fashion Design (V)

Courses include:

• BA (Hons) Fashion Promotion and Communication (Levels 5 & 6) (F)
• BA (Hons) Music Technology (Levels 5 & 6) (F)
• MMus Music Performance (F)

The University is responsible for maintaining the standards of its awards and the quality of students' learning experience regardless of where the provision is delivered. The University delivers a number of courses in partnership with other higher or further education institutions, in the UK and internationally. Courses are delivered by partner institutions under either franchised or validated arrangements.

A franchised course is designed and assessed by the University but delivered by a partner institution. A validated course is designed and delivered by the partner institution and is consequently unique to the partner. Nonetheless, both types are awarded and quality assured by the University. Each partnership arrangement has a University Liaison Officer (ULO) and a Partner Liaison Officer (PLO) who are key contacts and whose function is to facilitate communication between the two organisations.

Since collaborative partners have been impacted by the global pandemic, the University, as the awarding body, has a duty of care towards them and towards students taking university courses at partner institutions.

The actions that have been taken since the beginning of the pandemic and those planned are summarised here. These actions are designed to support partner institutions to prepare for and deliver our courses without compromising on quality and standards.

1. From the beginning of the lockdown, faculty course teams and ULOs have maintained regular contact with their counterparts at the partner institutions to ensure continuation of studies for students and to guide staff through the appropriate processes.
2. At the beginning of the pandemic, i.e. when the UK and other countries were going or had gone into lockdown, the PVC (Education) wrote to all partner institutions. The letter summarised the various changes being made to our regulations and processes to ensure students were able to complete their studies without being unfairly disadvantaged. It also advised partner institutions of the measures being taken to ensure the health and wellbeing of students and staff. A key message in that communication was reminding partners that support and guidance was still available to them through normal channels and that any changes made to our regulations and processes applied equally to students studying University courses at their institutions. The letter reminded partners that ULOs and other relevant staff were available for advice and guidance and that close contact should be maintained for the duration of the crisis.
3. Regular all student communications sent since the beginning of lockdown, have included students studying at partner institutions. ULOs have been advised that students were receiving those email updates and have maintained regular contact with their PLOs to discuss the impact of the messages. Areas that warranted further discussion have raised with ULOs including, for example, the impact of the revised assessment board period, the implementation of the no disadvantage policy and consideration of PSRB requirements. ULOs have also been reminded who to contact if further advice or guidance is needed.
4. In response to the crisis, the University underwent a detailed process of identifying and approving alternative forms of assessments. This included assessments being taken at partner institutions. Support was provided by faculty course teams and ULOs, as appropriate, to ensure changes were made in line with approved University processes.
5. In preparation for the delivery of courses in 2020/21, courses are being adapted for blended delivery. An exceptional change process has been put in place to facilitate temporary changes to modules and courses for implementation from September 2020. Courses delivered by partner institutions are also able to make changes through this process (all changes made to courses, regardless of where they are delivered, must be approved by the University). An email has been sent by the QAE department to partner institutions advising them of this process and directing them to liaise with ULOs for further advice and guidance.
6. In order to meet CMA requirements, the University is obliged to inform prospective and current students of any changes made to the way courses are being delivered and to the accessibility of facilities and on-campus resources. The University undertook a detailed exercise of identifying changes and highlighting them to prospective students through the course web pages and to current students through Canvas Course pages. QAE emailed all partner institutions asking them to confirm the actions they are taking, or have taken, to inform students of the changes being made. The process and templates used by the University, including the generic changes information, was shared with partner institutions as guidance. Responses are being collated and appropriate advice and guidance is being provided by the QAE department as well as ULOs.

1. Faculty Associate Deans L&T, QAE and LTEC are in the process of identifying appropriate staff development opportunities for staff at partner institutions to support them with preparations for, and delivery of, blended delivery. This will include staff development in relation to changes to policies, regulations and processes. Partner staff have access to, and are already accessing, some of the staff development sessions run by LTEC, however this exercise will identify any specific development needs to support staff in this current situation.
2. A Liaison Officers Forum event will be scheduled so that both ULOs and PLOs can be informed of changes to regulations, policies and processes and reminded of the responsibilities of their roles. In the current situation the liaison officer role is crucial in maintaining contact between institutions and ensuring issues are addressed promptly in order to minimise the impact on students.
3. Due to the significance of changes in how our courses will be delivered in 2020/21, student feedback will be sought early in the session. This will allow issues to be identified early and appropriately addressed, minimising any negative impact on students. The QAE department is currently developing guidance on how the University can effectively capture student feedback early in teaching block 1. The approved process will be extended to partner institutions.