Dual-pathway higher education fails when online is treated as a correspondence afterthought. This MSc starts with parity as an evidence problem: same learning outcomes, same identity-checked assessment, same external scrutiny. You will reconstruct a discrepancy between campus and online cohorts and write the paper an exam board should have had before the metrics went public.
Warsaw is not a postcard. It is a campus with rooms, libraries, and weather that online students do not share—so the programme asks how library licences, viva rooms, and invigilation stay fair. Polish and UK quality references are taught as literacy, not as a claim that Université de Montelieu is a designated quality body.
The award does not make you a QAA reviewer and it does not appoint you as someone else’s external examiner. It does make you harder to fool with a dashboard that hides online withdrawal. Capstones must use anonymised dual-pathway data or a documented quality process. Storm weeks, library-licence gaps, and identity-checked exams are treated as quality evidence, not as IT tickets. External-examiner sampling must include both modes in the same board cycle. Université de Montelieu will not market this MSc as a QAA secondment or as a shortcut onto another institution’s examiner register.
MSc Dual-Pathway Quality and External Examining is taught as one award, not a list of unrelated modules. The published length is 18 months, and the credit total is 36. Students move from One Award, Two Modes: Evidence of Parity through One Award, Two Modes: Evidence of Parity; Learning Outcomes that Survive Online Delivery; Library, Lab-Equivalent, and Studio-Equivalent Fairness; Identity Checking, Vivas, and Remote Invigilation Ethics; Generative AI and Authorship Policies that Can Be Applied; Reasonable Adjustment across Campus and Distance, and finish on Writing for Senate and Boards of Studies.
Each course has a question, a method, and a submission. In this field, students apply the method of the subject to a defined problem and defend the result. Reading is a core text, a case or dataset, and a critique. The artefact a marker expects is a submission that shows the method, the evidence, and the limit of the claim.
The award is built so that a graduate can do the following in practice: Design dual-pathway assessment parity that can be evidenced Brief an external examiner without hiding online cohorts Run exam-board papers that name discrepancies
Teaching assumes the student can read a source, attempt a problem before the seminar, and revise after feedback. Attendance at live seminars is part of the design. The capstone or final course must use the methods of the earlier courses; a project that ignores them does not pass.
The pages for each course name the topics that are examined. Those topics are the syllabus. A brochure line is not a substitute for them.
Thirty-six credits: dual-pathway design, assessment and identity checking, external examining practice, and a supervised quality capstone. One standard across modes. No QAA/OfS logos.
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