Academic Policy & Governance

1.1  The University of Glasgow is committed to supporting all students in reaching their potential by providing an inclusive, participatory environment that meets an individual’s needs in the short and long term.

1.2  This Policy outlines the framework for providing Reasonable Adjustments or Supportive Arrangements in response to disability or Extenuating Circumstances, ensuring all UofG students can participate fully in their studies and fairly demonstrate their knowledge in assessments.

1.3  The University endeavours to consider and take all reasonable steps to accommodate a student on an academic programme or course in which they are enrolled or for which they are eligible for admission. Where appropriate, Reasonable Adjustments will be implemented for students who are disabled (as defined by The Equality Act 2010) and Supportive Arrangements will be implemented for students in circumstances which may include, but are not limited to, students who:

a)  have responsibilities as a Carer;

b)  have parental responsibilities;

c)  are pregnant or within a maternity period or supporting a partner with pregnancy and maternity; and students who expect to become parents;

d)  are recognised by UofG as dual career athletes;

e)  are engaged in defence service;

f)  have been affected by humanitarian or political crises within their home country;

g)  have been affected by a time-limited injury or medical condition, with an actual or expected duration of less than 12 months, or a personal/family situation affecting their studies.

1.4  This policy applies to all students enrolled at the University and is consistent with the University’s obligations under relevant legislation.

3.1  Reasonable Adjustments and Supportive Arrangements will not compromise the ability of the University to uphold the academic standards and integrity of the programme on which the student is enrolled to ensure all graduates have the appropriate knowledge, experience, competence and expertise implicit in the holding of that award. To account for this, Reasonable Adjustments and Supportive Arrangements will be made to support the student to meet the requirements of their proposed award, cognisant of and consistent with relevant government legislation, appropriate health and safety standards, and accreditation.

3.2  The University’s Accessible & Inclusive Learning Policy defines a baseline level that all students should expect from their School in terms of inclusive learning and teaching practices.

3.3  An individual’s privacy is a prime consideration throughout the process of assessing and/or developing Reasonable Adjustments and Supportive Arrangements, consistent with the Data Protection Policy. Information will be shared confidentially with University staff who support the implementation of any Reasonable Adjustments or Supportive Arrangements.

4.1  Further and higher education institutions are required to identify and implement Reasonable Adjustments for disabled students (as defined in The Act) in order to:

a)  avoid substantial disadvantage where a provision, criterion or practice puts a disabled student at a substantial disadvantage in comparison with non-disabled students;

b)  avoid substantial disadvantage where a physical feature of the building or premises puts a disabled student at a substantial disadvantage in comparison with nondisabled students; this includes removing the physical feature in question, altering it or providing a reasonable means of avoiding it;

c)  provide an auxiliary aid where, without one, a disabled student would be put at a substantial disadvantage in comparison with non-disabled students.

4.2  The identification of individualised Reasonable Adjustments for disabled students must be considered as soon as a specific disability disclosure is made. Disclosures can be made verbally to a member of staff, as well as more formalised channels eg through Admissions, or Disability Services. Information shared with the university to assist in supporting students will be stored confidentially on a case management system which will not form part of the formal student record but will be used to implement any adjustments or supportive arrangements.  

4.3  Initial adjustments may be identified through discussion with the student. A record of any agreed adjustments should be made through the Disability Service and guidance can be sought from the Disability Service for university staff who may require assistance in putting adjustments in place. Disabled students do not have to be formally registered with the Disability Service to access support and must not have support withheld if they are not registered with the Disability Service. Once adjustments or a note has been made, the student may be contacted by the Disability Service to ensure their needs are considered across their entire programme of study

4.4  A student should meet with the Disability Service as soon as is practicable following a disclosure of disability. A needs assessment will be conducted and agreed and a Study Support Plan should be drafted to share with a student’s College(s) to allow Reasonable Adjustments to be considered and implemented or for further discussion on support to be actioned where required.

It is recognised that Supportive Arrangements unrelated to disability may be short-term (“Short-term Extenuating Circumstances”) or long-term (“Continuing Extenuating Circumstances”). A student’s situation may also move from one to the other. Our approach is to treat Extenuating Circumstances in a flexible manner which recognises that students’ circumstances may vary throughout their period of study.

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5.1  Short-term Extenuating Circumstances

5.1.1  Short-term Extenuating Circumstances are generally those which require limited-time adjustments which are described in the University’s Code of Assessment. Short-term Extenuating Circumstances include, but are not limited to: a time-limited injury or medical condition; bereavement; or a time-limited personal or family situation affecting a student’s ability to undertake assessments.

5.1.2  Where students have Short-term Extenuating Circumstances affecting their ability to engage with learning, they should liaise with their Adviser and/or course coordinator to discuss the impact of these and the Supportive Arrangements they may require to continue safely with their studies and undertake their learning. Detailed guidance for staff members supporting students in this situation is available on the University webpages.

5.1.3  Where students have Short-term Extenuating Circumstances affecting their ability to undertake the assessment requirements of their course/programme (and where those circumstances have not also impacted the relevant learning), they should be referred to UofG’s Extenuating Circumstances process as detailed in the University’s Code of Assessment. Where a single set of Short-term Extenuating Circumstances significantly impact a student’s learning on a course or courses, alternative arrangements should be considered in discussion with the Adviser and/or course coordinator (s. 5.1.2). The responsibility for processes for Short-term Extenuating Circumstances which affect assessment lies with the Senate Assessors for Extenuating Circumstances, and detailed guidance on this is available on the University webpages.

5.1.4  It is recognised that Short-term Extenuating Circumstances can accumulate and may indicate a wider support need or signal that a Short-term Extenuating Circumstance has become a longer-term issue which requires support as Continuing Extenuating Circumstances. Students whose need for short-term adjustments becomes substantial should be supported by completing an assessment of Continuing Supportive Arrangements as described in 5.2.

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5.2  Continuing Extenuating Circumstances

5.2.1  The identification of Continuing Extenuating Circumstances unrelated to disability and as noted under 1.4, can be completed through an assessment of the ongoing circumstances experienced by an individual student and provision of any appropriate supporting information, and in consideration of the following principles:

a)  Supportive Arrangements should balance the interests and responsibilities of all parties;

b)  determination of what may be considered for a student, or a group of students with a recognised status, for example, a student with duties as a Carer, may change over time;

c)  the type and extent of Supportive Arrangements may vary depending on the individual requirements of the student and other relevant circumstances;

d)  students must provide accurate, appropriate, timely information and engage with the process;

e)  Supportive Arrangements relating to engagement with the course or programme on which a student is enrolled, and the impact these will have on a student’s learning and assessment, must allow the Key Requirements in section 3 above to be met. This may require a range of arrangements to be considered.

Detailed guidance for staff members supporting students in this circumstance is available on the University webpages.

5.2.2  Students with Continuing Extenuating Circumstances should be encouraged to develop a Study Support Plan with their Adviser, or Student Support Team. Development of the plan would normally involve liaising with university services and colleagues with specialist knowledge related to a student’s circumstances. Such an approach will ensure that any Supportive Arrangements required are identified, considered and implemented as appropriate. An annual review of the Study Support Plan is recommended with the student being responsible for updating their Adviser of any changes to their circumstances and/or changes to their programme of study outside of this review date.

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5.3  Adjustments

5.3.1  Disabled students or students with Continuing Extenuating Circumstances may receive accommodations that appear similar to those given to students with Short-term Extenuating Circumstances. For example, both groups might receive deadline extensions, processed through similar systems. For the avoidance of doubt, staff must be clear that despite any similarity in adjustments, each situation must be handled according to its appropriate policy framework. Continuing Extenuating Circumstances including disability-related adjustments fall under different policies and legal requirements than Short-term Extenuating Circumstances, and must not be conflated or considered interchangeable.

5.3.2  Supportive Arrangements which affect assessment outcomes must be arranged in line with the available outcomes in the Code of Assessment.

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6.1  Definition and Purpose

6.1.1  Where a student requires time away from their studies either to attend to acute/chronic Extenuating Circumstances or for health reasons to support treatment or recovery, they may apply for an Interruption of Studies. The remainder of this section makes provision for an Interruption of Studies for undergraduate and postgraduate taught students; postgraduate research students should refer to the relevant sections of the PGR Code of Practice.

6.1.2  An Interruption of Studies is a period away from study. Any one period of an Interruption of Studies will not exceed an academic year, at which point the student's circumstances should be reviewed to determine the most appropriate route forward.

6.1.3  The minimum period of an Interruption of Studies is one semester. Students may return from an Interruption of Studies at either the beginning of Semester 1 or Semester 2.

6.1.4  Interruptions of Studies will not be applied retrospectively.

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6.2  Requesting an Interruption of Studies

6.2.1  Students will complete an Interruption of Studies application detailing their request. A meeting will be held with the student to discuss the request, how it fits in with their study plans and the specific requirements and constraints of their programme of study, as well as exploring alternatives to an Interruption of Studies.

6.2.2  The student must be supported to identify and record an agreed date for return following an Interruption of Studies.

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6.3  Considerations Before Interruption

6.3.1  Students and staff should be aware that there may be financial and welfare implications to undertaking an Interruption of Studies, in addition to academic considerations. Students must be provided with details of appropriate sources of advice in order to make an informed decision (e.g., SRC Advice Centre, Student Services Enquiry Team, Registry, Student Wellbeing, Disability Service and other services).

6.3.2  There will be visa implications for international students who undertake an Interruption of Studies. Advice should be sought by the student from Immigration Compliance (immigrationcompliance@glasgow.ac.uk).

6.3.3  Where a student is registered with the Disability Service, discussion with a Disability Adviser is advised.

6.3.4  Students with contracts in University Halls of Residence may remain in the accommodation during a period of interruption of studies where appropriate, subject to the terms of their contract.

6.3.5  University scholarships will usually cease from the point at which the interruption of studies begins, and until the student returns to their studies. It is recommended that students liaise with their scholarship provider regarding their funding as related to their personal circumstances.

6.3.6  Students should be aware of the maximum duration of studies for their programme of study. Where an Interruption of Studies would result in the maximum duration of studies being exceeded, permission must be obtained from the College or Clerk of Senate as appropriate before the Interruption of Studies is approved.

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6.4  Student Status During Interruption

6.4.1  Students taking an Interruption of Studies will maintain their status as a registered student and will retain access to their Glasgow online account which will enable them to access most university services.

6.4.2  Students may be required to be supported in a temporary transition away from studies and can seek a specific support session with a member of the Wellbeing Team who will work to assist the student in making arrangements with their wellbeing, health, accommodation.

6.4.3  Students remain subject to the Code of Student Conduct during an Interruption of Studies.

6.4.4  Students will be expected to keep in touch with the University during an Interruption of Studies via contact points at agreed dates, contactable through their UofG email address.

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6.5  During an Interruption of Studies

6.5.1  It is recommended that three contact points are made with a student at agreed dates during their interruption of studies period via their Glasgow email address. The final contact point should be scheduled before their return to study to confirm the arrangements for return and facilitate any support which may be required.

6.5.2  Students wishing to return to their studies earlier than originally planned should contact their Adviser of Studies/Advising team in the first instance. Requests will be reviewed on a case-by-case basis, focussing on the strength of the supporting information available.

6.5.3  Students whose request is unsuccessful have the right to appeal against the decision. Appeals will be considered via the process detailed in section 7.2.

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6.6  Returning to Study

6.6.1  The student will be contacted prior to their return to study to confirm the arrangements for return and facilitate any support which may be required.

6.6.2  Where a student has interrupted their studies on grounds of health or temporary change in disability, a Return to Study meeting will be scheduled ahead of the student's return date to review support needs and refer the student to specialist support to discuss any necessary adjustments.

6.6.3  If students are unable to return upon the agreed date, a meeting should be arranged to discuss their circumstances and the most appropriate route forward for the student and their return to or withdrawal from studies.

6.6.4  Once students have returned to study after an Interruption of Studies, it is recommended that two check-ins are undertaken during the first semester following return to ensure that the student has reintegrated into university life and have all required adjustments and accommodations in place.

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7.1  Approval 

7.1.1  Programme Leads and the Clerk of Senate are responsible for:

a)  implementation and oversight of processes for determining the threshold of competence;

b)  implementation of this Policy and integration within existing responsibilities and accountabilities for teaching and assessment as specified in the related policies (section 9).

7.1.2  The College Dean of Learning & Teaching may authorise appropriate decision-makers to consider applications on specified grounds, including but not limited to:

a)  Head of College Student Services (or equivalent);

b)  School Disability Conveners/Coordinators/Directors;

c)  Programme Conveners;

d)  School Conveners/Directors of Learning & Teaching;

e)  Head of School/Subject/Programme (for courses and programmes);

f)  Chief Advisers/Advising Leadership Teams.

These decision-makers shall rely on information provided by the student or held on the Student Record in relation to their Appeal. Student & Academic Services will collate all information related to the appeal to enable the decision makers to make an accurate and fair determination of the needs of the student.

7.1.3  It is the responsibility of the relevant decision-maker above to liaise with the Disability Service and any relevant professional and registration bodies regarding the acceptability of any Reasonable Adjustment to an academic programme and the associated impact on professional practice and/or registration.

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7.2  Requests for Reconsideration and Case Conferences

7.2.1  Students can request a reconsideration of Stage 1 of the process related to requesting and submitting Extenuating Circumstances. This reconsideration may be based on, for example, alternative or additional information provided by the student to support their case. Appeals against Stage 2 decisions regarding Extenuating Circumstances will be held under the Code of Procedure for Appeals by Students Against Academic Decisions (Regulation 26).  

7.2.2  Where the decision-maker, the student, and the Disability Service require further enhancements to best support the student, the Clerk of Senate or their nominee shall convene a Case Conference under University Regulation 24.

7.2.3  For support with Case Conferences, students can seek advice from the SRC Advice Centre as needed.

7.2.4  Any questions of principle or procedure regarding the operation of this policy and its supporting procedures shall be determined by the Executive Director of Student & Academic Services (or their appointee).

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7.3  Confidentiality, Data Protection and Data Management

7.3.1  At all stages of this policy being implemented, due consideration will be given to issues of confidentiality, data protection and data management. See the University's Student Privacy Notice for more information.

7.3.2  Interactions with the university regarding Reasonable Adjustments and Supportive Arrangements will be recorded in the Student Case Management System in the case file of the individual student.

7.3.3  Data will be captured against the Student Case Management System which will enable annual reporting to capture trends and inform future initiatives.

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8.1  Detailed process guides for requesting and implementing different types of support under this policy are published annually on the University webpages.

This policy should be read in conjunction with the following University policies where relevant:

• Accessible & Inclusive Learning Policy
• Equality & Diversity Policy
• Code of Assessment (Regulation 16)
• Guide for Disabled Students (Regulation 4)
• Examination and other Assessment Arrangements for Disabled Students (Regulation 24)
• Support to Study Procedure (Regulation 34)