How to run a successful Annual Programme Review

The University is currently changing its quality and review procedures, with a view to moving to a University Quality Team. From 2016/17 all Schools undertake reviews of their taught programmes as part of the Education Action Plan (EAP) process. Full information on the EAP and UQT can be found here. Whilst this process is developing, PGR programmes and programmes which are teaching out, are still required to undertake Annual Programme Review (APR). 2017/18 and 2018/19 are both transition years, with a Faculty Quality team undertaking a light touch review.


Additionally, in Health Sciences, there are professional programmes that may wish to (for accreditation purposes) still carry out APR to support quality and review requirements of professional bodies. Information and documentation to use in APR activities can be found here although there is no requirement to submit these to AQPO in addition to the EAPs.

Information about the Annual Programme Review (APR) and the associated documentation.

There are many examples of good practice across the Faculty that ensure APR is an engaging and effective event. These include:

  1. A 'forward looking' agenda – the MB ChB undertakes to focus the APR Event as both a reflective exercise and an opportunity for the programme to think and plan for the future. Parts of the day are dedicated to discussions around topical subjects to ensure full engagement with the development of the programme from a wide variety of staff.
  2. Peer review  - the BDS programme has a system of peer review of the APR Unit forms. Each completed Unit form is considered by an assigned peer and it is that peer that summarises and comments on good practice and plans for the future for that Unit during the APR event.
  3. Networking – for some programmes, the APR event is one of the few opportunities for all staff teaching on the programme to meet. Where possible, time should be dedicated to ensure staff have time to reflect, discuss and debate good practice and other aspects of programme development with their colleagues over coffee/lunch or through small discussion group or “world café” events.
  4. Student participation – engaging students in a meaningful way through open and honest dialogue during an APR event is an effective way of understanding, and therefore being able to appropriately act on, feedback provided by students. 
  5. You said we did – a 'You said we did' document which summarises the changes that have been made in response to external examiner and student feedback is an effective way of sharing this information with students, closing the feedback loop and ensure students will further engage with feedback as they can see how their views are taken into account.

The following APR reports have been identified as examples of good practice:

Stem Cells & Regeneration APR (Office document, 52kB)

Please feel free to contact the Quality assurance theme lead, Dr Angela Hague, for any ideas you may have or for advice and guidance in preparing for and running your APR events.

Edit this page