The MMU Education Strategy and Principles for Learning, Teaching and Assessment

Principle 2: MMU provides an innovative, flexible, sustainable, enterprising and internationalised curriculum


Click on a standard to see the associated guidance:

2.1 An internationalised curriculum, driven by employability, enterprise, and environmental sustainability and social responsibility.  click to expand

All programmes must identify the ways in which their curriculum incorporates concepts of internationalisation, global citizenship, sustainability and social responsibility

Programme teams should consider:

  • How they ensure that learning outcomes include values and skills as well as knowledge;
  • How they can introduce global perspectives of their discipline in the curriculum;
  • How they will incorporate relevant ethical issues in a range of international and social contexts;
  • How they embed responsible and ethical engagement with social and environmental issues in the graduate attribute of global citizenship;

Programme teams should review their curricula for opportunities to include new elements, or foreground existing elements, that allow students to develop as critical global citizens – including their ethical, social, and environmental awareness of global and collective wellbeing. This may also involve finding ways of linking international partnerships, research and other international activity more explicitly back into the curriculum so that staff ‘global capital’ is shared with students.

Articulation of Graduate Prospects / Employability

The Programme Specification will reference how the team finds out about and uses the current and possible future career prospects of their graduates.

Programme teams must consider:

  • What data you have to show where your graduates go, based on DHLE data
  • How the programme team uses this data to inform curriculum development
  • What information is available about alumni
  • What you tell incoming and current students about their prospects as graduates.  In what ways do you provide information about graduate prospects to students? For instance, you might have visiting speakers, visits to industry, information in the student handbook and/or links on a departmental or faculty website.

Core and professional skills to enhance employability

All programmes will provide opportunities for students to develop core and professional skills within the curriculum.

Programme teams must consider:

  • how they link their programme design and delivery to the requirements of Subject and Professional Bodies
  • how they provide structured support for developing students’ awareness of core skills, including personal development planning and link to University-wide support for development of student employability:

Programme teams should consider:

  • how their programme can make links with university-wide enhancement initiatives such as MMU Futures.
  • How they work in conjunction with the Careers and Employability Service to ensure they have the most accurate data.
2.2 Enable students to develop their intellectual powers, creativity, independent judgement, critical self-awareness, imagination, and personal skills that will clearly identify them as global learners, MMU graduates and as world class professionals.  click to expand

Placements and Work-related learning

All programmes must identify the ways in which the curriculum relates to students' potential working lives.

The Programme Specification requires consideration of the workplace as an integrated element of the curriculum: Work-related experience refers to any work or employer related activity that takes place in a programme. As well as formal placement settings, it could include activities such as live projects, practical activities, case studies, applied research projects, group work, role play, market research, performance, creation of art work, or reflection on volunteering/part-time employment .

Programme teams should consider:

  • How they will identify parts of the curriculum which allow students to develop abilities which will be useful in a wide range of professional situations.
  • How they incorporate examples from professional practice in the curriculum, such as case studies,
  • Providing opportunities for visits to workplaces and inviting external visitors to come and talk about their work in relation to the curriculum
  • How learning on work-related experienced or placement will inform and consolidate the achievement of programme learning outcomes
  • Making use of students’ existing work and volunteering activities to provide opportunities for reflection on the curriculum
  • How the quality of work related experience or placements will be assured eg
    • how work related experiences/placements are identified and checked prior to receiving students
    • how is the quality of a placement is monitored by MMU whilst students are on placement;
  • How are work/placement staff prepared/trained for their responsibilities both in their preparations for the placement and whilst students are on placement;
  • How students will be prepared for work-related experience or placement;
  • At what point in the programme students undertake the work-related experience or placement(s);
  • Support available to students whilst on work-related experience or placement (offered by both MMU and the employer/placement organisation). This should include both academic and pastoral support.
  • the implications for the final award title and an outline of arrangements in place for students to either redeem failure or transfer to an alternative award (this is particularly important for awards which confer professional licence to practise).
2.3 Being responsive to rapid shifts in employment and professional needs, enabling students to become effective lifelong, independent learners and able to make a significant contribution in their subsequent employment.  click to expand

Programme teams are expected to involve employers in curriculum design and programme delivery.

Awards with significant employer links (eg those with placement, sandwich, work- based or work related components and all foundation degrees) should have in place formal mechanisms for consultation and/or involvement of employers which should be specified here. This might include an Employer Forum or Panel, representation on the Programme Committee, or other appropriate means to encourage input into the quality management and development of the provision.

Programme teams should consider:

  • In what ways employers are currently involved with curriculum design and programme delivery. The precise nature of this engagement will vary but activities might include employer involvement at review, the involvement of employers/ alumni in programme delivery, the use of industry projects, employer involvement in assessment of presentations etc.
  • How relationships with employers such as ex-colleagues or consultancy arrangements can be incorporated into the programme.
  • Contact with the Faculty Business Development Manager to develop connections
  • The extent of any involvement of alumni with the current programme.

Related UTA resources:

Education for Sustainable Development

Programme Planning and Design

Inclusive Curriculum


Internationalising the Curriculum


Programme/Unit Leaders