The Manchester Matrix is the framework the University has developed to display its graduate outcomes. It sets out the eight purposes of a Manchester Undergraduate Education.

This policy on additional costs sets out the University process for setting expectations regarding the level of additional costs students may face on undergraduate and postgraduate taught programmes, in addition to their tuition fees, and how these are articulated to students.  

Frequently Asked Questions:

1. What is the definition of an additional cost?

This policy defines additional costs as essential or optional costs that are not included in tuition fees but are necessary for a student to fully participate in their programme.

2. What is an example of an additional cost?

Placements such as field trips, or specialised equipment can be examples when not included in tuition fees.

3. When will students know about any Additional Costs?

Both compulsory costs totalling more than 1% of the annual home undergraduate1 fee per annum, and any optional costs must be made clear at the point of application and in the programme handbooks.   

This policy sets out the University’s ethos for personalised learning, which is to promote a culture in which respect for learners is paramount and where students are actively encouraged to develop constructive academic relationships with individual teachers, together with a sense of identity within a cohort of learners. The main principles of personalised learning are: 

• student choice 
• scale and support 
• interactivity and self-expression 

1. What is meant by student Choice?   

For the purposes of this policy, student choice refers to students being able to choose optional units so they can pursue their individual academic interests.  

2. How does this Policy support students?  

This policy states that students will have the opportunity for significant interaction with teachers, as well an academic advisor and access to peer support during their studies.   

3. How does this policy promote interactivity and self-expression?  

Students will be given opportunities to interact with peers, articulating their own arguments and opinions in a learning culture that enables students to achieve their full potential, and whose graduates will be highly competitive in the knowledge economy.   

This policy on refunds and compensation outlines the University’s approach to considering whether tuition fees and other relevant costs (for example, mandatory course related costs) should be refunded and/or compensation should be offered in circumstances where the University is no longer able to protect continuation of study for students. 

 1. How often are refunds and compensation issued?  

This policy is likely to apply only in very exceptional circumstances as the risks to the continuation of study for students is low.  

2. What do we mean by ‘unable to protect the continuation of study?’  

This usually means where the University is unable to continue to deliver a programme of study, or in the rare event a programme is oversubscribed, or when we are unable to award a degree if we lose our status as a higher education institution.  

3. What support will the University provide for registered students who face programme withdrawal?

The University commits to a minimum level of support, for example ensuring all affected students can receive the University award as well as advice, support and assistance. Please see the policy for full details on these commitments.  

4. How is payment considered?

Normally, students needing a tuition fee refund will receive this in full (see policy for more details).   

Students requiring compensation will be considered on a case-by-case basis under the following three factors:  

• The particular circumstances of the matter;  
• The nature of, and how reasonable the loss is, for the student and any steps taken to mitigate such loss, and;  
• The context in which the loss arises 

The University of Manchester’s Student Protection Plan outlines measures to ensure student’s protection in the case of potential risks such as: institutional or programme closure, staff shortages and location or mode of study closures.  

Some of the measures include “teach-out” plans, transfers, and proactive communication. The policy also includes provisions for tuition refunds or compensation if the university can’t maintain study continuity. The University will be in regular communication with students about any developments that might impact their education. 

This policy ensures the delivery of high-quality timetables that support teaching and enhances the student experience. The policy aligns with relevant equity, diversity, and inclusion policies to ensure fair consideration of staff and student needs. The timetable is created using a common institutional process that considers practical constraints such as teaching facilities, programme structures, pedagogy, flexible working, and teaching availability.  

Frequently Asked Questions:

1. What is the main purpose of the Timetabling Policy and how does it impact students and staff?

The main purpose of this policy is to create a high-quality timetable that supports excellent teaching and an excellent student experience. It ensures that scheduling is transparent, fair, and inclusive, considering both pedagogical and operational needs. For students and staff, it means having structured, predictable schedules that reflect requirements and support effective learning.  

2. How does the University of Manchester ensure that timetable accommodates the diverse needs of students and staff?

The University ensures inclusivity by adhering to all relevant People and Organisational and Equality, Diversity, and Inclusion policies to ensure any additional requirements of staff and students are considered fairly and transparently as part of the timetabling process.  

3. What factors are considered when constructing the timetable to ensure it supports an excellent teaching and learning experience?

Timetable construction considers things like room capacity, clash free schedules, and travel time between classes. Soft constraints such as preferred teaching slots and pedagogical preferences are taken into account where possible. 

This procedure explains the actions to be taken by The University of Manchester when an exceptional event disrupts the normal academic processes and procedures. It prioritises protecting student’s interest by adapting assessment and progression procedures to ensure fair outcomes. This procedure will be implemented when students, PGRs and staff are prevented from completing required progression and/or assessment processes, as a result of serious interruptions to the University’s business and within the normal timescales in line with academic regulations. 

Frequently Asked Questions:

1. What constitutes an “exceptional event” according to the University of Manchester and how these might impact my studies?

The University defines “exceptional events” as significant disruptions that could impact students and postgraduate researchers, this can include global crises, major institutional changes, or unforeseen emergencies. Other events which may cause disruption to students’ study, such as a fire alarm going off in an exam, are covered in other policies.

2. How does the University protect academic progress?

To protect academic progress, the University of Manchester has measures in place to ensure fairness in assessments, progression, and degree awards during unexpected disruptions.  

3. What can students expect from the University during ‘exceptional events’?  

The University will commit to transparency about the decision-making process and ensure a student/PGR centred approach. The University will take all reasonable measures to safeguard the rights and interests of our students/PGRs. 

This document provides guidance on the application of the accreditation of prior learning in relation to the University’s Taught Degree Regulations and Credit Framework. The Accreditation of Prior Experiential Learning (APEL) is the formal recognition of prior learning gained through other experience, including paid or unpaid work, self-directed study or through leisure pursuits. AP(E)L is used by the University to encourage wider participation of students, with varying educational experiences and open access to its programmes of study.  

Frequently Asked Questions:

1. What does Application of the Accreditation of Prior Learning (AP(E)L) means?

‘AP(E)L’ stands for the award of credits based on learning that has already taken place. AP(E)L credits can exempt a student from parts of their academic programme if they can show that their existing knowledge and skills meet the necessary requirements.  

2. What types of prior learning are eligible for accreditation under this policy?

 It includes both APL (Accreditation of Prior Experiential Learning), which covers formal, assessed education or training, and APEL (Accreditation of Prior Experiential Learning) which recognises relevant learning from experience such as paid or unpaid work, self-directed study or through leisure pursuits.  

3. Can I apply for accreditation of prior learning if I’ve gained relevant experience outside of formal education?

Yes, under AP(E)L, the University considers prior experiential learning from paid or unpaid work, self-directed learning, or other life experiences. These experiences must be documented and shown to align with the learning outcomes of the relevant course units, The decision is based on academic judgment and includes criteria such as subject content, learning volume, and evidence of achievement.