Program Overview

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This programme provides students with broad knowledge and understanding of food regulatory affairs and promotes their ability to assess available evidence and data, make sound judgements and communicate findings effectively to all stakeholders in the food chain – producers, regulators, industry and consumers. Relevant EU food regulatory policy is integrated within the lectures and translated into a coherent regulatory framework so that students will grasp the complex idea of total regulation of the food chain from primary production through to consumer health issues. Core domains of VPH are addressed in relation to the regulatory responsibilities of the veterinarians and the protection of animal health and welfare and human health.

Teaching is through online lectures, online discussions, individual support, video and internet links with staff, independent learning, and work in small groups.

Attendance

There is no requirement to come on campus - the programme is delivered fully online.

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Start dates

September 2023

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Teaching, Learning and Assessment

A variety of methods is used to support and enhance the student learning experience:

Formal lectures

remain a key feature in teaching and learning within academic institutions and are increasingly interactive, and may include discussion elements, particularly at postgraduate level. Within these distance-learning programmes lectures are delivered using teaching material specifically adapted for presentation on BBLearn to ensure all students are provided with a similar information set. The interactive nature of face-to-face teaching is mirrored in the e-learning environment by discussion boards and, increasingly, by asynchronous chat rooms.

Case studies

are used for many classes to illustrate the practical application of subject specific knowledge.

Online discussions

are designed not only to extend the lecture topics but also equip students with the skills to seek out relevant subject material and to present and defend the material within a given time-frame.

Online tutorials

are used to support students who need help with their studies in specific subject areas.

Group working

is an important element of learning and is used to help students acquire, integrate and apply knowledge from a variety of sources. Group work is facilitated for distance learning students to allow for group interaction via Discussion and Chat tools.

Assignments

encourage students to be independent learners. Assignments take a variety of forms (essays, literature reviews, case studies, word-limited reports, data analysis, and presentations) which encourage students to read the literature, integrate and apply knowledge and improve written skills.

Research projects

are undertaken by all those postgraduate students who proceed to MSc. The research project will normally be carried out under supervision of allocated academics at the University.

Encouraging contact between students and staff

The Subject team seeks to encourage contact between students and staff as illustrated through induction processes, student-staff consultation and personal development planning (PDP).

Induction processes

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BBLearn

is the online teaching tool for the University and is used extensively in the modules delivered on the PgCert/PgDip/MSc Food Regulatory Affairs (Veterinary Public Health) programme. At registration all students are given access to the BBLearn Student Orientation Course which aims to help students become familiar with the VLE and how to use it effectively to assist with their learning activities.

Student-Staff Consultative Committee:

This committee meets at least once per semester on-line and reports to the Course Committee. The Student-Staff Consultative Committee (SSCC) is chaired by the Course Director and includes another member of staff and student representatives from the programme. It is in this forum that issues specific to postgraduate students can be dealt with. Student comments are highly valued and acted upon.

Assessment

All modules are assessed exclusively through the submission of coursework. The assessment methods are designed to test both knowledge and skills, and include, but are not limited to, critical evaluations of current literature, problem-based case studies, and development of an online scientific discussion board. A self-assessment tool will be also offered to students. Assessments aim to promote independence of learning, and encourage students to apply their experience and expertise to case studies, and problems in food regulatory affairs/veterinary public health.

In line with the University’s support for students with special educational needs, reasonable adjustments will be made to assessments to accommodate the needs of students under SENDO.

Students will be given prompt feedback, and the focus in the early parts of the modules will provide formative feedback to help future assessments.

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Academic profile

The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.

Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (20%) or Lecturers (55%).

We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) by Advanced HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.

The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise.  The precise staffing for a course will depend on the department(s) involved and the availability and management of staff.  This is subject to change annually and is confirmed in the timetable issued at the start of the course.

Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.

Figures correct for academic year 2021-2022.