Designing statements of purpose and Programme Learning Outcomes

The aim of this page is to support Departmental staff when developing new programmes using the University’s frameworks for programme design, or when engaging in modifications to existing programmes.

The page also offers advice on the process of developing the aims, objectives and scope of a new programme, and suggestions for how you can engage and collaborate with colleagues and students early on to develop or rework your programme.

View guidance on the process of developing a programme for approval

The Programme Approval Process document is used for planning approval, academic approval and marketing information.

The academic approval section includes an overview of a programme, its intended aims and learning outcomes, and the means by which the outcomes will be assessed at the module level.

This forms the basis of the programme specifications.

It is advisable to review programme specifications on a regular basis to ensure that they are current and reflect any changes made at a modular level.

Statements of purpose

The statement of purpose (SoP) should be a concise student-facing summary of the nature of the degree programme such that anyone reading it is clear why the programme exists (purpose) and what makes it worth undertaking (value).

It should be an expression of the shared understanding of the nature of the degree agreed by all those engaged in its design and teaching.

In expressing this shared understanding, the SoP provides a useful function not only as a starting point for marketing the programme to students, but as a focal point for programme design and modification.

A well-developed SoP provides the kernel of information from which the Programme Learning Outcomes and other elements of the PDD can be developed.

There is no word count limit but a target of up to 300 words is advised.

The statement can be written in a number of ways.

One possible approach is to briefly outline the scope and relevance of the discipline or subject area and then clarify why studying the subject at the University of York is worth considering.

A possible three-paragraph framework with an example from a Department of Archaeology Masters Programme is as follows:

(statement on the importance and dynamism of the field) The European Iron Age has become an extremely dynamic focus of contemporary Archaeological research. As a protohistoric period, where archaeological evidence is studied in parallel with often fragmentary Classical sources, it represents a truly interdisciplinary field that draws on a wide and diverse body of evidence. Recent, continent-wide, debates on the nature of ‘Celtic identity’, and the broader meaning of ethnicity in past societies, gives the field direct relevance to contemporary issues. The impact of new scientific methods, most obviously in genetic research, are increasingly informing our ideas and sparking new debates.

(statement on the distinctiveness and benefits of studying this at York) This programme will provide you with a unique opportunity to contribute to this dynamic interdisciplinary field as the only current UK masters courses specialising in European Iron Age archaeology. The University of York is currently establishing a position as a major centre for Research on the European Iron Age and the Department of Archaeology is home to staff with specialist expertise in the field along with a suite of related research projects of national and international importance.

(statement on why the programme will leave graduates well placed for the future) The programme will thus allow students to acquire distinctive expertise in this field of Archaeology. The programme will provide valuable skills for those wishing to pursue a career in the archaeological and heritage sectors. The uniquely flexible model of skills modules built into the programme enables students to acquire practical (laboratory and/or field-based) skills to combine with specialist knowledge of a period from which a great deal of rural/landscape archaeology in the UK derives. This is likely to be of great value for careers in commercial or curatorial archaeology. It will also provide students with a broad range of advanced skills to take forward into other future careers.

(277 words)

Aspects to consider in developing an applicant-facing statement of purpose include:

Distinctiveness

What distinctive aspects of the programme can be highlighted in the SoP? Examples might include:

  • The department’s research profile and connections to current research carried out by programme staff;
  • The particular subject foci and skills development offered within the programme;
  • Distinctive approaches to teaching which support active student learning (eg problem-based learning);
  • Connections to accreditation from professional bodies or links to national or international qualification frameworks.

Value

Pinning down the precise aims of a degree programme in a statement can serve to make explicit that which is too often implicit; ie exactly what the teaching, learning, student work and assessment activities are designed for.

Such a statement can make clear what students will gain from completing this particular programme and therefore why the programme is worthwhile.

It can also provide students with an overarching ‘mission statement’ for their own use as they progress through the programme, for example for motivation, planning and self-assessment purposes.

This can help to contextualise the Programme Learning Outcomes and guide students towards an understanding of what they will need to do to succeed as well as to support an understanding of how the programme develops through its stages and the outcomes that the modules and their assessments ultimately lead to.

Expectations

A statement which outlines the learning demands and challenges that will occur during the programme can be valuable in clarifying level expectations for students and in providing them with an incentive to engage.

They should capture a sense of attractive challenge.

Graduate-ness

The statement can be valuable in clarifying the utility of the programme for prospective students, their advisors, their parents, the programme team and employers.

Shared understanding

Defining and regularly reviewing the overarching purpose of a degree programme can strengthen the shared understanding of the programme among staff and therefore contribute to clarifying standards and expectations for students and staff engaged in the programme.

Examples

These examples are drawn from various departments and show different approaches.

Find further examples on the student-facing Programme Specifications page

Programme Learning Outcomes

Programme Learning Outcomes should be consistent with the key points within the Statement of Purpose. For each programme, there is a requirement to define six to eight programme learning outcomes (PLOs).

The following checklist for the development of PLOs provides guidance for use when developing or reviewing PLOs.

Much of the advice is also likely to be useful for developing Module Learning Outcomes:

1. Are the PLOs expressed as something graduates will be able to do, rather than the subjects students will cover? Does the expression of each PLO follow syntactically from the stem ‘Graduates will be able to…’

2. Do the PLOs place the primary focus on action or abilities rather than on states of being?

For example: "Graduates will be able to design complex systems using knowledge of...”

rather than: "Graduates will be able to understand / appreciate / recognise / demonstrate... and use this knowledge to engage in design.”

3. (Connected to 1 and 2) Can the PLO be summatively assessed?

4. Does the expression of the PLOs suggest abilities relevant to non-academic application, as well as academic application?

For example: "Graduates will be able to collate and manage statistical and complex data in order to support presented arguments.”

rather than: "Graduates will be able to incorporate evidence into essays.”

5. Are the PLOs expressed in a manner which is accessible (eg not too much jargon, not too wordy and not too clause-heavy)?

For example: "Graduates will be able to conduct focused research projects through rigorous planning and the application of appropriate principles, methodologies and approaches.”

rather than: "Graduates will be able to bring together primary (and secondary, if necessary) material and develop appropriate, relevant methodologies for interpretative purposes, and consult significant source materials and expert consultants and manage data in order to define and initiate original, independent, investigative research, from beginning to end.”

6. Are the PLOs specific enough to suggest the value in terms of skill that a graduate will bring - not generic, bland or vague.

For example: "Graduates will be able to present information to professionals and clients with precision, clarity and discretion.”

rather than: "Graduates will be able to communicate well, orally and in writing.”

7. Are the PLOs appropriate in terms of ambition and clarifying how the programme will stretch students?

This relates to:

a) the level indicated by the PLOs. Please refer to the following guidance on credit level descriptors.

b) the range of skills which students will develop during the programme. PLOs should highlight the range of different abilities mastered by students over the entire programme.

8. Do the identified PLOs highlight skills that can be progressively developed from a basic skill to a higher, more complex, more valued level of engagement? Is this clear from the PLO? What is the standard that will be expected?

For example: "Graduates will be able to address large-scale, complex problems through effectively cooperating and collaborating with others - through a range of media - and by confidently leading cross-functional task groups.”

rather than: "Graduates will be able to understand groups and how they achieve goals.”

9. Does each PLO represent a distinct ability or skill set? Ensure there aren't several different abilities combined in a compound PLO, and that the same skills are not repeated, in slightly different forms, in more than one PLO.

10. Are there any key skills gaps? Is something missing? Is there anything that is central to the programme outcomes and assessment that is not incorporated into the PLOs? For example, if a programme involves extensive fieldwork in which team project skills are crucial, and developed and assessed over time, it would be beneficial to draw this into a PLO.

11. Does the expression of the Statement of Purpose and the PLOs combined give the reader a sense of a ‘designed’ programme of study: the result of deliberate thought and specific choices being made in order to produce a particular, ‘distinctive’ programme?

Supplementary questions for combined programmes:

12. Why are the subjects in the combined programme a good ‘fit’?

13. What skills and abilities do graduates from the combined programme possess? How do these differ from the skills and abilities gained by peers on relevant single subject programmes?

14. What are the particular strengths and benefits conferred by the combined programme?

Developing programme aims and objectives

Whether you are planning a new programme or redesigning an existing one, it is useful to engage and collaborate with colleagues and students early on to develop the aims, objectives and scope.

This provides an opportunity for academic colleagues, students and representatives from professional services to shape the statement of purpose (SoP), programme learning outcomes (PLOs) and innovative features of the programme.

When developing a new interdisciplinary MSc programme in Environmental and Sustainability Education and Communication, Lynda Dunlop (Education) and Liz Hurrell (Environment and Geography) ran workshops and used the input to help design the programme.

Some benefits of this approach include:

  • Co-construction with students and colleagues
  • Insights from a variety of perspectives
  • Designing in a more sociable and human-centred way.

Find out more about this approach: Designing a new interdisciplinary programme: Planning for the new MSc programme in MSc Environmental and Sustainability Education & Communication.