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Templates

Templates

Guidelines for producing academic regulations

When producing academic regulations, please use the templates designed specifically for this purpose. These templates contain expandable boxes that are structured in the same way as academic regulations. You can download the templates here, and there are also guidelines and recommendations on how to fill them in.

If you need any guidance or help to produce academic regulations and fill in the templates, please feel free to contact SNUK. The submission of academic regulations complies with the process for producing academic regulations.    

Submitting new academic regulations or changing old ones

New academic regulations

In connection with the review of degree programmes, the vice-dean for education has decided that new academic regulations cannot take effect until one year after the existing academic regulations have been conducted in full (all the courses and exams).    

Changes requiring new academic regulations:    

  • Changing the timing of a course – for example, if a course is moved from the second to the first semester

  • Changing the assessment form (from graded to pass/not pass or vice versa)

  • Changing the course title

  • Changing the ECTS weighting of a course


Changing the existing academic regulations

In connection with the review of degree programmes, the vice-dean for education has decided that changes in academic regulations cannot be carried out until the existing academic regulations have been conducted in full (all the courses and exams). Even though all the courses and exams under the existing academic regulations have been conducted, legal demands mean that some changes require the production of new academic regulations. Changes are also subject to the approval of the board of studies and the vice-dean. So departments should always contact SNUK to find out whether specific changes can be made.

Changes that can generally be made without producing new academic regulations:

  • Changes in the wording – for example minor adjustments in the course objectives, content or forms of instruction.

  • Changes of the exam duration – for instance changing the duration of an oral exam from 45 minutes to 30 minutes, or the duration of a set home assignment from 14 days to 7 days.

  • Changes in other formal requirements – for instance changing the length of an assignment.

  • Changes of the materials permitted – for instance allowing all exam aids instead of only some aids.

  • Allowing (or forbidding) the use of PCs for written exams with invigilation.

It may be difficult to decide whether the changes you want to make require the production of new academic regulations, or whether a revision of the existing academic regulations will suffice. If you are in any doubt, please contact SNUK for an assessment.

The list below outlines changes that may require the production of new academic regulations, and changes that can be incorporated by revising existing academic regulations. Please note that these are examples, not fixed rules. An individual assessment is always required.

Templates:

Submitting new academic regulations

The submission form is used to present new academic regulations and ensure the transparency of the approval process by outlining this process and the comments that have been received. The submission form should be attached as the first page of the academic regulations which are being submitted, and will not be part of the final document. The submission form contains guidelines explaining how it should be filled in.

The submission form should be completed in the course of the process, and contains:

  • A presentation by the degree programme board of the most important points of development in the academic regulations
  • SNUK’s assessment of the process involved in producing academic regulations, the ease with which they can be administered, and their legitimacy
  • The school’s assessment of the resources required and the potential for academic progress
  • Comments by the board of studies regarding the submission of the academic regulations
  • The vice-dean’s comments regarding the approval of the academic regulations

NB: The template is only used for the submission of new academic regulations. There is a different template for use when you need to make changes in existing academic regulations.

Study plan

The second section of the academic regulations (Structure of academic regulations) contains course descriptions (see the next expandable box) and a degree programme diagram.

The degree programme diagram provides a visual outline of the courses involved as well as their ECTS weighting and type (compulsory or elective). The degree programme diagram can only be produced if a study plan has been drawn up. The template is called a study plan because it contains more information than the degree programme diagram – for instance information about exams and resources.

The purpose of the study plan is to give SNUK and the department, board of studies, school and vice-dean a clear picture of the co-examiners, assessment, forms of examination, resource consumption and progression of the academic regulations.

"About the degree programme" is submitted as part of the academic regulations and follows the study plan.

About the degree programme

The profile of the degree programme is described in the first section of the academic regulations, and should give the reader a general impression of the objectives and content of the degree programme, the expected key competences of graduates, and the labour market targeted by the degree programme.

In order to achieve this, the section entitled “About the degree programme” contains a description of:

Academic profile

Describes in prose the purpose and content of the degree programme, the students’ most important core competences acquired during the programme, and potential areas of employment after graduation. In the academic regulations, the academic profile is called “Academic direction and primary subject areas of the programme”.    

The academic profile is important because it provides a holistic overview of the programme. This helps to balance the expectations of the students before they apply, and helps them after graduation by providing an overview of the competences they have acquired during the programme and how these competences can be used. The academic profile is also a requirement stated in the Degree Programme Order (uddannelsesbekendtgørelsen).

In other words, the description contained in the academic profile provides answers to the following questions:

  • What should the students learn during the programme?    
  • What is the programme about?
  • Why are the competences acquired on the programme relevant?
  • What are the possible areas of employment for students after graduation?

Learning outcomes

Describe the content covered by the programme as well as the academic and generic competences that students acquire during the programme. The learning outcomes, drawn up in bullet form, are divided into the categories knowledge, skills and competences and must reflect the qualification framework. The learning outcomes will be stated on the students’ diploma.    

A good description of learning outcomes should:    

  • Make it clear to students, teachers and potential employers which topics are covered by the degree programme, and which academic and generic competences the programme seeks to provide

  • Consist of bullet points in three categories: knowledge, skills and competences

  • Be reflected in the qualification framework to ensure that the learning outcomes of the degree programme are aligned with the level in question in terms of both competence dimensions and complexity    

  • Ensure that the individual courses function as independent degree programme elements and form part of/contribute to the degree programme as a whole This last point means that the elements must be discussed in relation to each other in terms of their purpose, academic objectives, content and form of examination

  • Be in line with the original approval of the degree programme    

Please note that the learning outcomes must meet the academic minimum requirements if the graduate is to be qualified to teach one or more subjects at upper-secondary school.    

Templates:

Bachelor's degree programme:

Bachelor's supplementary subject

Master's degree programme:

Master's supplementary subject

Professional Master's degree programme

“About the degree programme” is submitted as part of the academic regulations and is structured in the same way as the study plan.

Course descriptions

Course descriptions are part of the second section of the academic regulations, the structure of the academic regulations. The structure of the academic regulations contains both a study diagram (see fold-out box above) and course descriptions containing the following elements:

Course description

Course descriptions contain, among other things, the course title and the following elements

  1. Purpose: Describes the didactic intention of the course, what the student should learn during the course, the course content and the relevance of the course in relation to the degree programme as a whole/the labour market. The purpose is important because it provides a holistic overview of the course.
  2. Academic objectives: Describe the selected indicators (in the form of knowledge, skills and competences) which are used to assess the extent to which the student has achieved the course objectives. It is important that these can be tested using the form of examination chosen. Academic objectives can never fully cover the purpose of the course. You always have to choose one form of examination and reject others.
  3. Assessment criteria: Describe how the degree of fulfilment is assessed. In other words, they answer the question: What are the important issues when assessing the degree of fulfilment of the academic objectives? Or: What aspects of a performance are rewarded/punished?
  4. Forms of examination: Describe the requirements regarding the form of examination of the ordinary exam and re-examination, including the content, duration, scope, form of assessment and type of co-examiner used.
  5. Forms of instruction: The form of instruction and working methods used must be stated in the academic regulations for each course. A precise description of the forms of instruction and working methods will help the students to prepare for courses before they start, as well as balancing the expectations of the teacher and students alike. Read more about forms of instruction atAU Educate.

 

The course descriptions are submitted as part of the academic regulations and follow the template called “about the degree programme”.