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ICZ Ready Curriculum

The development of Industry Collaboration Zones is our single strategic priority. ICZs will provide new ways for our students, colleagues and industry partners to co-create, experiment and learn together. As a University we are gearing ourselves towards ICZ readiness. This guide focuses on the work that will transform the curriculum at Salford to ensure that every programme is ICZ ready.

By September 2018, new students will be registering for study at Salford based on a prospectus that describes an ICZ ready curriculum. The ICZ principles outlined in this guide will frame and shape the curriculum and the wider student experience at Salford.

This guide provides colleagues with information about what an ICZ ready curriculum means. It sets out the steps in the design process and offers details on the ten ICZ curriculum design principles. There are also ideas and resources to support programme teams in developing ICZ ready practice.

Open the ICZ Readiness Guide

What does it mean to be ICZ ready?

ICZ ready means that a programme can describe how it incorporates all of the ten ICZ ready principles below:

  1. The programme is inclusive.
  2. The curriculum and delivery are co-created.
  3. Learning is active and collaborative.
  4. Learning is real-world and experiential.
  5. The programme is digitally fluent.
  6. Learners are autonomous.
  7. Assessment is authentic.
  8. Education is for ethical behaviour.
  9. The curriculum is research-informed.
  10. There is a clear path to professional.

Programmes that meet the ICZ design principles will be ensuring that the programme delivers the University’s generic intended learning outcomes. Upon successful completion of level 4, students will be able to:

  1. Work collaboratively as part of a team, demonstrating as appropriate, negotiation and collaborative working skills;

  2. Demonstrate a professional attitude towards their studies, accepting responsibility for their learning and engagement;

  3. Demonstrate confidence and resilience in approaching challenges, engaging with experimentation and reflecting on learning.

  4. Reflect critically on the skills and attributes required for academic success and work.

Generic intended learning outcomes for levels 5 and 6 are under development.

Find out more about the principles...

The ICZ Review Process

Every programme team in the University will work through a process with Academic Developers from the Quality and Enhancement Office to bring the curriculum and the team to a point of ICZ readiness. At the heart of the process are curriculum workshops that are designed to support collaboration and the development of shared practice amongst programme teams, thus enhancing the student academic experience.

Stage 1: Benchmarking

At this stage the Programme Leader and assigned School Reviewer will review the programme and complete the ICZ rubric in SharePoint. Based on this review, the programme is allocated Self / Full / Peer review pathway.

Stage 2: Curriculum Development

At this stage, depending on the pathway allocated to the programme the team will attend a series of workshops facilitated by QEO. These should be attended by all members of programme team. Actions from these workshops will be logged using the Programme Action Logs and completed between workshops.

Workshop 1 Slides

More information on the workshops and development pathways are below.

Stage 3: Self-Review

At this stage the programme leader completes the self-review questions in SharePoint. This is submitted along with evidence from development workshops to the School for approval as ICZ Ready.

Stage 4: Sign off

  • Where a programme requires minor amendments to be ICZ Ready, this can be approved by the Associate Head Academic.
  • Where a programme requires major amendments to be ICZ Ready, this must be approved by a Programme Approval and Review Panel.