Guidance for designing optional units lists

Optionality in programmes is important for many reasons and this guidance is intended to support the good design of optional unit lists. Too much choice and/or complex optional unit structures can potentially negatively impact the student experience in terms of complexity when choosing options and may be a risk to the academic coherence of the programme.  In addition, complex and/or large scale option choice can be overly burdensome to manage in terms of advising students through the selection process, maintaining accurate unit data and timetabling. 

There are many reasons for complexity in programme structures and it is acknowledged that design of option lists is just one factor in this.

1. Principles

1.1.    To enhance the student experience whilst delivering the pedagogic objectives of the programme, careful consideration must be given to how optional units are structured and described to students.  

1.2.    Where optional units are available, it is considered best practice to construct choice in carefully selected lists of optional units, which are clearly and unambiguously structured. 

2.       Feasibility of Optional Units in timetabling

2.1.    Programme directors must consult with the faculty timetabling officer when designing a new programme, or re-designing current programmes, for a commentary on the feasibility of proposed optional choice. 

2.2.    Other than the volume and complexity of options available, the feasibility of the selected options being available in the timetable can be dependent on several issues such as:
  • The range of other programmes on which the unit is available and whether it is mandatory or optional.  Mandatory units are prioritised for timetabling;
  • The credit point size of the unit;
  • Whether the programme is offering units from a range of other schools and/ or faculties;
  • The level of student constraints across the programme, such as on lab-based programmes with high contact hours;
  • The unit teaching pattern; some units are taught intensively over a small number of weeks, some have irregular teaching patterns. Offering a range of units with different teaching patterns is more likely to cause clashes in programmes;
  • Offering units across different years so that more than one cohort is being timetabled onto the unit. This is permitted in regulations but may be a timetabling factor that should be considered when selecting which units are offered at different levels.

 2.3.    It should be noted that complexity and volume in option choices can also cause issues for examination timetabling.

 3.       Optional Units Lists

3.1.    Optional unit lists must always contain a level of optionality. If several units in an optional list are not running in a given year, consider how this will impact on how many units the student is left to choose from. 
3.2.    Optional unit lists should not contain too much choice, as this is can be overwhelming for students and impact on the coherence of the programme.  The cohort size of the programme should also be taken into account when planning the number of optional units. 
Table 1 below provides suggested upper numbers of units in a list. Included for reference is the possible combinations that derive from the number of units chosen plus the number of choices available.  
Table 1: suggested upper number of units in option lists     

Credit points to be chosen

Number of units to be selected

Suggested upper number  of units in list 

Possible combinations

20cp

1

6

6

40cp

2

6

15

60cp

3

7

35

80cp

4

8

70

100cp

5

10

252
 3.3.    The use of option blocks should be considered where appropriate.  If large numbers of optional units are available in the programme then structuring the options so that students choose units within sets of options rather than from one long list may be preferable.
For example: Programme structured without option blocks

Mandatory units

Options to be chosen

No. in options list

Possible combinations

4

 

2

8

28

 Programme structured with option blocks:

Mandatory units

Options to be chosen

No. in options list A

No in options list B

Possible combinations

4

 

2 (choose 1 from options list A and 1 from options list B)

4

4

16

3.4 Running units twice may be a way of ensuring a better chance of students being able to access particular optional choices in certain circumstances. 

 4.       Multiple pathways through a programme

4.1.    Where there is more than one defined route through the programme, it is recommended that consideration is given to structuring the programme into pathways.  This can be a mechanism for promoting cohort identity and managing options by designing the programme with mandatory units taken by all students and then particular groups of units are designated as mandatory for the pathway or offered as options depending on which pathway the student is following.  If you wish students to graduate with a specific title (e.g. BA Dance, BA Dance (Tap), BA Dance (Ballet), please speak to AQPO for advice on how to manage this.

5.       Other sources of information

5.1 Guidance on using the Unit and Programme Management System (UPMS)

5.2 Policy on construction of optional unit selection rules in programme structures  

5.3 Consumer protection legislation guidance