SBS Annual Faculty QAER – February 2006
ANNUAL FACULTY ACADEMIC QUALITY AND ENHANCEMENT REPORT
2004/05
STRATHCLYDE BUSINESS SCHOOL
1
INTRODUCTION
1.1
Overview of QA structure at Faculty Level
Please see Annex 1: SBS Internal Quality Assurance/Review Process. Class reviews and student
feedback contribute to the annual visitations by the Vice-Dean (Academic) and Assistant Faculty
Officer to Heads of Department and Directors of Teaching. These meetings explore progress and
new developments in teaching, learning and assessment on behalf of the Academic Committee.
1.2
Please detail any significant developments or issues arising out of departmental reviews
conducted in the last session, including any follow up and the Faculty’s proposed response
to these.
The Scottish Hotel School was reviewed on 29th April 2005. The evaluation panel noted that the
Department had a good community spirit, and that in general, morale amongst staff and students
was good. Students at all levels were well integrated, and interact well with staff and with each other.
Graduate employability was impressive, especially with regard to the BA in Hotel and Hospitality
Management. Links with industry were extensive and strong, and the Department’s reputation within
the industry was excellent.
Like the other SBS degrees, the BA HHM had seen a decline in applications, but this decline had
been steady in the decreasing market. Retention had also been a concern on the HHM degree, and
the Department had been committed to addressing this issue. The resulting initiative will be covered
elsewhere in this report.
The Department also recognised the need to carefully manage staff time and resources, specifically
in order to ensure that sufficient time was available for research activity. This had been a problem for
the Department, as teaching commitments - particularly those of the HKU SPACE agreement, which
provided a healthy disposable resource - had placed a large demand on staff time.
It was noted by both the Department and the Panel that the Hotel School would benefit from being
better integrated with the rest of the Faculty, both in terms of its physical location and its external
profile. The Department continued to work with the Faculty and Estates Management on the
Faculty’s estates plan, and was also proposing to change its name. The Department was also
making efforts to make more of its excellent reputation.
1.3
Please detail any changes made in respect of learning and teaching arising from the
recommendations of departmental reviews undertaken in the previous two sessions and
evaluate their success in addressing the issues raised by the review.
The Scottish Hotel School
There was an issue about the attractiveness of the Honours year for HHM students. Significantly
fewer students on this degree progressed to Honours than on the Faculty’s other degrees, choosing
instead to graduate with the Pass degree. The Hotel School appeared to be a victim of its own
success in that HHM students were highly employable after three years, and many choose to accept
offers of employment rather than enter the Honours year. The Hotel School recognised the need to
communicate to students the long-term benefits of the additional year, and staff were doing
everything in their power to encourage students to stay.
The panel also encouraged the Department to develop its course content on WebCT in line with
other SBS departments, and the Hotel School has prioritised this in 2005-06.
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SBS Annual Faculty QAER – February 2006
1.4
Where recent departmental reviews have highlighted areas of good practice which might be
applicable elsewhere in the University, please provide detail of these below.
In order to address issues of retention on the first year of the BA in Hotel and Hospitality
Management, the Scottish Hotel School launched an impressive initiative. As this ties in with good
practice it is detailed below.
1.5
Please comment on the Faculty’s engagement with the quality enhancement themes.
Employability
SBS decided to change the name of the Integrative Core to the Management Development
Programme. This decision was influenced in part by student feedback which suggested that the
inclusion of ‘Integrative Studies’ on their degree transcript did not accurately reflect the content of this
three year programme.
The external examiner for the MDP specifically noted that the course
provided students with many skills sought by employers.
It was also considered that the new name more strongly emphasised the aspect of student
progression and development. Student Personal Development Planning integrates effectively with
the Management Development Programme.
Students, with Faculty support, conceived and organized Liaise, a dinner bringing together students,
companies, academics and alumni to network in the context of an enjoyable evening with a view to
introducing companies to our brightest and best graduating students, who had the opportunity to
understand more about corporate life and career opportunities in an informal environment.
World-wide student-run AIESEC continues to increase employability and cultural diversity through
giving students the skills and opportunity to work abroad.
Flexible Delivery
Departments continue to investigate ways in which they can develop use of the SLI notebooks and
WebCT.
The Master of Communications Management degree continues to develop the networking
capabilities of students through its international telecommunications conference held in London in the
summer. This consolidates the reputation of students as future leaders, through access to new
materials, and discussion of contemporary policy and strategic issues with some of the world’s
leading authorities.
1.6
Highlight any major external factors (government initiatives, policies of specific client groups)
that might impact on the Faculty’s degree programmes and indicate how the Faculty might
deal with these.
SBS intends to conduct a thorough review of its undergraduate credit framework in collaboration with
the Faculty of Law, Arts and Social Sciences during 2006, and also to initiate a review of its
postgraduate programmes. The Faculty will take into consideration the Scottish Credit and
Qualifications Framework and the Bologna Declaration. In addition, the Faculty will need to ensure
that it is consistent in its practice of admitting international students to its Masters courses, in
particular those from its partner institutions in Norway.
2.
UNIVERSITY GUIDELINES, POLICIES AND PROCEDURES
2.1
Are there any areas in which Faculty practice is not consistent with the University’s Guide to
Policies and Procedures for Teaching and Learning, or with any of the supplementary
Guides listed below? If so, please give details and the reasons for deviating from normal
University practice in each instance.
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SBS Annual Faculty QAER – February 2006
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Policy and Code of Practice for Collaborative Courses leading to Award or Joint
Awards of the University and Flexible and Distributed Learning (including e-learning)
Procedures and Guidelines for Course and Class Approval
Dealing with Applications from Students with Criminal Convictions
Dealing with Instances of Possible Academic Dishonesty
Procedures and Guidelines for Faculty Board Reports to Senate
Internal Review of Learning and Teaching and Annual Faculty Academic Quality
Reports
Guidelines and Procedures for the Management of Support for Undergraduate and
Postgraduate Disabled Students
Policy and Code of Practice for Research Students
Procedures and Guidelines for Postgraduate Instructional Programmes
Guidelines for Examiners of Research Degrees
Policy, Procedures and Guidelines for Summative Assessment
Faculty practice is consistent with University Policy and Procedure, and all departments within the
Faculty are aware of those Procedures relevant to them.
2.2
Are there any aspects of the guides to policies and procedures which the Faculty believes
require updating? If so, please give details.
The Faculty has identified a need to address issues surrounding academic dishonesty, and in
particular the problem of plagiarism. The SBS Academic Committee aims to examine this issue in
2005-06 and, if appropriate, to ensure that practise across the Faculty is consistent. The Faculty will
compare its own practice to the University’s policy, and will feed back if any recommendations are
made.
3.
ADMISSIONS
In completing this section, Faculties should refer to the standard annual datasets produced
by the Planning Office.
3.1
Please comment on trends in respect of Undergraduate, Postgraduate Instructional and
Postgraduate Research admissions. Within this analysis please comment specifically on:
- the breakdown of entrant students (mature, overseas, ethnic origin, gender
balance, disability, intake from non-standard backgrounds – ie Wider Access
programmes/FE colleges etc);
- Changes in mode of study (ft/pt/dl) required by students.
Home undergraduate applications declined by 19%, intake by 4% and population by 2%. These
trends are continuing, but are being addressed by the School. Meantime, our DipHE at the Central
College of Commerce continues to generate a steady stream of motivated and able transfers to the
BA degree.
Home postgraduate instructional numbers declined in a hardening market as more competitors
expanded their offerings, but overseas continue to expand and now represent 72% of the population.
Research student recruitment remains difficult despite investment to make studentships more
attractive.
The MSc in Marketing was offered by flexible delivery, and the MSc in Economic Management and
Policy has since been added.
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SBS Annual Faculty QAER – February 2006
3.2
Please note any specific proposals or initiatives on admissions at Departmental and/or
Faculty level for the coming year (ie increasing/lowering entrance requirements) and how
these are to be monitored.
The Review of the Faculty agreed that the undergraduate programme was in need of a systematic
review in order to make courses as attractive as possible. Proposals which will result in a refreshed
portfolio of courses were approved by Senate for implementation from 2007.
The Faculty reviewed its undergraduate admissions requirements in 2004, but many in the Faculty
believed that the resulting changes (e.g. the loss of the ‘preferred Highers’ list) did not go far enough
and that it was necessary to examine the entry requirements in more detail. Following extensive
discussions in 2005, a revised set of undergraduate requirements is being introduced: their impact
will be monitored and they will be adjusted as appropriate in order to meet agreed targets. The most
significant change has been the removal of the requirement for Higher Mathematics for most subjects
and degrees, although it is still recommended.
4.
PROGRESSION/COMPLETION
In completing this section, Faculties should refer to the standard annual datasets produced
by the Planning Office.
4.1
Please comment on trends in respect of Undergraduate, Postgraduate Instructional and
Postgraduate Research progression and completion. Within this analysis please comment
specifically on:
- Specific issues/developments in respect of ethnic minority students
- Postgraduate research submission and completion rates.
First Year retention rates have worsened, with Technology and Business Studies at 19% withdrawn
(9% in second year), and Hotel and Hospitality Management at 27%. In the case of the former, the
progress requirement of the basic Mathematics class was deferred to second year and the
advertised entry requirements were applied. The Review concluded that the entry had declined and
that a number of students were unable to cope. However, Senate decided that the course should be
retained for a further three year period. Hotel and Hospitality Management have introduced a First
Year Tutor to improve retention.
Research student submission rates have remained stable and closer monitoring is necessary if
submission within four years is to be improved.
5.
FEEDBACK FROM STUDENTS AND OTHER STAKEHOLDERS
5.1
Please comment on any significant issues raised by external examiners at class/course
level.
The reports of SBS’s external examiners for the 2004-05 period were generally very positive, and
many of the comments made by externals in the previous year appear to have been addressed.
Many examiners commended the design and organisation of our courses, both at undergraduate and
postgraduate level.
At undergraduate level, many subjects were praised for the high quality of the dissertations produced
by students. Accounting and Finance were highly praised for their assessment practices, which were
described as innovative and amongst the best in the UK. The Hunter Centre was considered to be
potentially influential on best practice in its field, and its unique mix of students was described as “a
real and tangible asset to the University”. In the previous year, externals noted the need carefully to
manage the closure of the Environmental Planning course, and in 2004-05 they were satisfied that
quality was not suffering while the course was phased out.
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SBS Annual Faculty QAER – February 2006
At postgraduate level, Economics and Management Science were commended for their MSc
programmes, which were considered to be excellent training for employment in these fields, and it
was noted that students on the MSc in International Management were producing, on average, work
of a higher standard than elsewhere. In addition, the Graduate School was congratulated for its
commitment to continuous improvement.
No reports received to date have raised significant concerns about the academic quality of SBS
courses, although there have been numerous comments about inconsistency - or potential
inconsistency - in marking practices, both in undergraduate and postgraduate courses. In the light of
last year’s Faculty Review, it is possible that the Faculty will establish an office providing support to
the Vice-Dean (Academic) and the Academic Committee, ensuring that issues like this are dealt with
efficiently.
It was suggested that marks from the Management Development Programme should feed into the
Honours year. This suggestion will be noted, and can be considered when the SBS undergraduate
credit framework is re-examined.
5.2
Please report the outcome of any accreditation visits/reviews by Professional and Statutory
Bodies. If these have made any recommendations in respect of improvements to learning
and teaching, how are they to be addressed? If these have highlighted areas of good
practice which might be applicable elsewhere in the University, please note these below.
There were no accreditation visits/reviews at Faculty level in 2004-05.
5.3
What steps are the Faculty and its departments taking to obtain effective student feedback?
Has student feedback in the Faculty identified any issues which might have implications at
University level or areas of good practice which might be applicable elsewhere in the
University? If so, please detail.
Staff/student committees are generally run very efficiently across the Faculty, and the Faculty Office
keeps a central file of minutes which are monitored by the Vice-Dean (Academic). Most departments
also use their own class questionnaires to gather feedback. While the processing of this information
differs across the Faculty, departments consider feedback gathered from staff/student committees,
class questionnaires and External Examiners’ Reports together at class reviews.
In addition to these routine feedback methods, SBS conducted a number of student focus groups in
order to feed specifically into the Faculty Review. Some participants suggested that Faculty-level
student feedback meetings such as these could be held annually, as they offered students a useful
opportunity to discuss their courses with non-departmental staff.
5.4
Please note any specific follow-up action and monitoring arrangements in relation to
feedback from students and other stakeholders.
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review the use of the full range of marks for Honours degree classification
review the application of Faculty procedures to ensure their consistent implementation
across subjects
review the procedure for charging for course notes.
6.
TEACHING, LEARNING AND ASSESSMENT
6.1
What steps is the Faculty taking to enhance teaching, learning and effective assessment?
The Faculty’s Committees (IT and Academic) continue to investigate practices/developments in elearning. All first-year courses not already using WebCT will move to the system in 2005-06.
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SBS Annual Faculty QAER – February 2006
Individual departments are constantly adopting a wide range of incremental initiatives and
improvements aimed at the continuous enhancement of effective learning and assessment.
6.2
Please comment on
delivery/assessment)
any
significant
changes
(curriculum
design,
modes
of
The Department of Economics is now offering its MSc in Economic Management and Policy in a
distance learning mode.
A thorough review of the SBS undergraduate credit framework will take place in 2005-06.
6.3
Describe any changes to the Faculty’s portfolio of degree programmes (additions/deletions).
Outline the rationale behind any such changes and describe how their effectiveness is to be
monitored.
The transfer of the Graduate School of Environmental Studies to the Faculty of Engineering, and the
discontinuations of Environmental Planning and the articulation with Bell College, have had obvious
implications for the SBS portfolio. However, SBS has two new agreements.
The first is an articulation agreement with Harbin Engineering University, China. HEU is responsible
for the delivery of two years of study, the successful completion of which will allow progress to level
three of the BA in Strathclyde Business School, with principal subjects Finance and Management
Science. SBS is responsible for the delivery of levels three and four of the BA programme, and of the
quality of the learning experience therein.
The second is with James Watt College, and is a validation agreement similar to that already in place
with the Central College of Commerce. Students are expected to be recruited to the James Watt
Certificate and Diploma of Higher Education in Business in September 2006.
SBS also introduced a Postgraduate Certificate in Executive Coaching, devised by the Department of
Human Resource Management and the Centre for Lifelong Learning.
Following the reviews of the BSc Technology and Business Studies and BA International Business
and Modern Languages degrees in 2003-4, further work was done to enhance these degrees in
2004-05. Additional principal subjects were incorporated into both degrees, and a single-language
pathway was introduced into the IBML degree. It is hoped that these changes will increase student
choice and the attractiveness of the degrees.
Extensive changes will be made to our portfolio of undergraduate degrees as part of the wider review
of the Faculty conducted in 2005. Senate has already approved the introduction of three new
subjects (Business Enterprise, Business Technology and Management) and a new degree
(International Business). We hope that these additions will have a significant impact on SBS
undergraduate recruitment, but these changes will not take effect until 2007, and further detail will be
provided in next year’s report.
6.4
Has the Faculty identified any issues to do with undergraduate, postgraduate instructional or
postgraduate research programmes which might have implications at University level? If so,
please detail.
None, although the Faculty intends to work closely with the Academic Office and other Faculties in
reviewing its undergraduate credit framework, in particular Law, Arts and Social Sciences.
6.5
Please note examples of good practice in teaching, learning and assessment that might have
relevance to other parts of the University
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SBS Annual Faculty QAER – February 2006
The Scottish Hotel School committed itself to addressing issues of retention on the first year of the
BA in Hotel and Hospitality Management.
A member of staff in the Department functions as a dedicated First Year Tutor, working closely with
the HHM Adviser of Studies and Academic Counsellors. There is an induction programme followed
by individual meetings at the beginning of, and halfway through, the year. Sessions on study skills,
reporting and examination techniques are provided, with drop-in counselling and referral.
Attendance and performance on the Management Development Programme, practical and core
classes are monitored, with particular attention to those considered to be ‘at risk’. The role is well
received by students, and possible extension of the scheme to subsequent years is under
consideration.
7.
COLLABORATIVE ARRANGEMENTS
7.1
Please check and update the summary list of all active collaborative agreements by type
(validated, jointly delivered, articulation).
See Annex 2 – list of School’s Collaborative Agreements.
7.2
Is the Faculty happy with the continued validity and viability of its collaborative agreements?
If not, what is being done to address any concerns?
In 2004-05, significant questions were raised by the Scottish Hotel School about its articulation with
INSTROCT in Tehran. While every effort had been made by the department to improve the
relationship with INSTROCT, the Hotel School was unconvinced that a confident working relationship
could be achieved. The partnership underwent its Annual Review in November 2004, and an exit
strategy was agreed. Since then, communications with INSTROCT have improved. Otherwise SBS
is happy with its current collaborative agreements.
7.3
Has the Faculty identified any issues arising from these collaborative agreements which have
implications which need to be addressed at University level?
None.
8.
RESOURCES
8.1
Comment on the adequacy or otherwise of the University’s provision of learning resources
(library/IT provision, teaching accommodation etc).
The School’s library allocation per student has now been restored to its level before the transfer of
the Law School to the Faculty of Law, Arts and Social Sciences. This is enabling the School to
conduct a review of serials in the light of developing demands from the Research Assessment
Exercise and the teaching and learning environment.
The School decided that it could not afford to extend the computer notebook loan pool to second and
third year business students, or to students taking business Principal Subject classes from outwith
the School. However, it did decide to consolidate the interactive computer-based teaching and
learning environment developed in the Management Development Programme by investing £79, 000
in the first stage of replenishing the loan pool, which was coming to the end of its life.
8.2
Highlight any specific staff development requirements.
Investment in staff training is necessary to take full advantage of VLE technology to facilitate student
access and promote the collaborative development of the teaching environment.
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SBS Annual Faculty QAER – February 2006
9.
GRADUATE EMPLOYMENT
In completing this section, Faculties should refer to the standard annual datasets produced
by the Careers Service.
Comment on any developments in respect of the employability of the Faculty’s graduates
(undergraduate, postgraduate instructional and postgraduate research)
9.1
Undergraduate unemployment was low at 3% and there was a substantial reduction in underemployment. The employment skills fostered through the Management Development Programme
should have made graduates more employable, though under-employment still affects more than a
third. The School is embracing the concept of gradual employment by encouraging students to
accumulate meaningful work experience alongside their studies. Blue chip employers continue to
find our graduates excellent recruits and this is reinforced through activities such as the Liaise
networking event.
UK postgraduate unemployment was 6%. Overseas graduates leaving the UK have unknown
destinations, which does not inform applicants or students of the opportunities open to them. We,
therefore, undertook a pilot exercise to contact non-EU graduates, but this resulted in only 37 (12%)
returns. We need to find alternative measures to address this problem.
10.
ACCESS FOR DISABLED STUDENTS
10.1
Please comment on the ways in which the Faculty is progressing with the duty to provide
access to the curriculum for disabled students.
Departments work closely with Disability Service to address the growing needs of the disabled, such
as special materials. The expectation, however, of individual examination invigilation can no longer
be sustained and there will have to be some pooling of comparable cases.
11.
CONCLUSION
11.1
Please comment on how the actions identified in the previous year have been carried
forward and on the impact these have had on the academic quality of the Faculty’s
programmes.
The actions identified in the previous year, and progress on these actions, were as follows:
 Undergraduate recruitment task-force moving towards longer-term goals.
This action has been superseded by the review of the Faculty’s undergraduate programmes, one of
the aims of which is to improve the attractiveness of SBS degrees.

Faculty will continue to work with Registry to implement Pegasus Early Warning Scheme, piloted
in Semester 1 of 2004 – 2005.
The pilot of the Pegasus Early Warning Scheme was of limited success, largely due to the varying
level of use from one department to the next. SBS understands that plans are under way to roll the
system out to the whole University, and welcomes this.
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Faculty will continue to ensure that adequate teaching accommodation is available for
postgraduate instructional courses.
SBS teaching accommodation for PGI students is not of a consistent quality. The Faculty continues
to work with Estates Management on the estates development plan, and improving the provision of
PGI accommodation is a priority within this plan.
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Faculty will continue to develop its IT Strategy, taking into account any further investment in the
Strathclyde Laptop Initiative and University-wide developments in VLEs.
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SBS Annual Faculty QAER – February 2006
As a result of the Review of the Faculty, SBS may establish an IT support unit in order to serve better
the Faculty IT Committee and staff who work in IT support and development.

Faculty intends to keep BSc TBS degree under review, in particular investigating potential new
technologies to include in the degree.
This action has also been superseded by the review of the Faculty’s undergraduate programmes.
11.2
Please summarise all required follow-up action for the session under review.

review the undergraduate credit framework and course structure in collaboration with the
Faculty of Arts
meet undergraduate admissions targets
address the issues in Technology and Business Studies
take forward the new course developments approved in principle
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SBS Annual Faculty QAER – February 2006
Annex 1: SBS Internal Quality Assurance/Review Process
Student evaluation of
classes (questionnaire
or interactive feedback)
Class Review Forms (completed by
teaching team / class coordinator)
summarise class outcomes and
feedback and identify actions for
following year.
Student consultative
committee meetings
Forms are reviewed by Departmental
Teaching Committee
External examiners’
comments and report
Student
performance data
External
examiners
AGSPEM*
Departmental review of
Courses / Subject
Pathway (every 5yrs or
more frequently)
Students
s
Advisory Board,
Employers
Faculty Annual Review of Teaching
(for each department)
(report and meeting of HoD, DoT,
VD-A, AFO+)
Monitored by
VD-A & AFO
Faculty Review of Department
(5 year cycle)
External Assessor
Key:
* Advisory Group on Student Performance and Examination Monitoring
+ Head of Department, Directors of Teaching, Vice-Dean (Academic) and Assistant Faculty Officer
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SBS Annual Faculty QAER – February 2006
Annex 2: List of the School’s Collaborative Agreements
Articulation
Institution
Bergen University College
Norway
Central College of Commerce
Glasgow
Harbin Engineering University, China
Institute of Training, Research & Operational
Consulting for Tourism
Tehran
Iran
James Watt College
School of Professional & Continuing Education
The University of Hong Kong
Vestfold University College
Norway
Degree
BA in the Strathclyde Business School
BA in the Strathclyde Business School
BA in the Strathclyde Business School
BA in Hotel & Hospitality Management
BA in the Strathclyde Business School
BA in Hotel & Hospitality Management
BA in Tourism Management
BA in the Strathclyde Business School
Service Support for Off-Campus Learning
Institution
British Council
Bahrain
British Council
Dubai
CDC Management Development (M) Sdn Bhd
Selangor
Malaysia
Degree
Master of Business Administration
Master of Business Administration
Master of Business Administration
MSc & Postgraduate Diploma in Finance
MSc in Marketing
MSc in International Marketing
Master of Business Administration
College of Banking & Financial Studies
Sultanate of Oman
Higher Colleges of Technology Centre for Excellence
in Research & Technology (HCT-CERT)
Men’s College, Abu Dhabi &
Women’s College, Dubai
UAE
Hong Kong Baptist University
Institute of Financial Management
Dar Es Salaam
Tanzania
International Management Studies
Athens
Greece
Marketing Institute
Dublin
Shanghai UKEAS International Ltd (in partnership with
Shanghai Jiaotong University)
Swiss Management Forum
Zurich
Switzerland
Telekom Malaysia Berhad
Senior Managers’ Development Programme
Times Education Services Ltd
Singapore
Master of Business Administration
Master of Business Administration
MSc & Postgraduate Diploma in Finance
Master of Business Administration
MSc & Postgraduate Diploma in Finance
MSc in Marketing
MSc in Marketing
Master of Business Administration
Master of Business Administration
Master of Communications Management
Master of Business Administration
MSc in Marketing
MSc in International Marketing
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SBS Annual Faculty QAER – February 2006
EXECUTIVE SUMMARY OF DEPARTMENTAL REVIEW
1.
DETAILS
1.1
Name of the department / discipline under review.
The Scottish Hotel School
1.2
Date of Review.
29th April 2005
1.3
Date of acceptance of the Report by relevant committees and Faculty Board and any
comments made on the report by these bodies.
8th June 2005, Resources and Policy Committee
2.
BACKGROUND
2.1
Any background information which the Faculty wishes to include as a context for the
recommendations of the Review Panel.
The Scottish Hotel School had been established in 1944 as an independent hotel industryled initiative, and had evolved to serve the specialist academic fields of hospitality and
tourism. The Scottish Tourism Research Unit was established in 1994 as a focus for
research and consultancy projects.
The recruitment and retention of students in the BA in Hotel and Hospitality Management
was of concern, and there was a need to ensure the viability of the wide range of the
Department’s activities. The research performance had been disappointing and required
staff development and specialization as a matter of strategic priority. The positioning of the
restaurant and of the Department within the Faculty may be addressed within the Business
zone of the estates development framework.
2.2
Overall impression of the Department as reported by the Review Panel, including any
statements about good practice and areas of strength as well as weaknesses.
The Scottish Hotel School is realising much of its exciting potential; students are well
integrated and supportive of their programmes, links with industry are extensive and strong,
and new initiatives and graduate employability are impressive. The Department is
particularly highly regarded by industry and their students are sought after by some of the
leading international hotel chains.
The extensive range and level of activities to maintain financial diversification and surplus
has shifted strategic priorities. Expanding operations particularly in Hong Kong is placing
great strain on the time available for research. Whilst income generation is obviously
important, there should be a return to greater strategic focus being placed on research
complemented by other, non-core activities.
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SBS Annual Faculty QAER – February 2006
3.
RECOMMENDATIONS
3.1
Recommendations of the Review Panel with Departmental responses and plans for follow
up action.
Observation 1
Time has to be found to create opportunities to direct staff into collaborative research with
other Departments, to gear links with industry towards research output and to re-orientate
staff from specialist towards generic business and management publications. The
Department should explore opportunities for ESRC CASE studentships and industry
sponsorship of DBAs. Progress should continue on developing a more formal work load
allocation model.
Report 1
There exists a contradiction in this observation. Apparently, there is a recommendation that
links with hospitality and tourism industry should be worked to better research effect,
alongside the need to publish in business and management generic journals. While this is
not necessarily at odds, it does appear to be giving mixed signals.
Observation 2
Consideration should be given to repositioning the Department within the Business School (
in terms of geography and external profile) and possibly rebranding (i.e. Department of
Hospitality and Tourism Management).
Report 2
It was recognised that the Department has a ‘good story to tell’ regarding the student
experience, links with industry and employability that needed to be more widely publicised to
target audiences. Currently we are working with Adam Taylor and his team as a pilot
department to audit and develop our marketing and communications strategy. This activity
will incorporate this observation
Observation 3
The successes in links with industry and graduate employability need to be communicated
outwith the Department so that their benefits in positioning the Department and increasing
student recruitment can be achieved. This needs to be fed into Prospectuses, the University
web site, Prism etc. A member of staff should have designated responsibility for
Communications.
Report 3
This observation is concerned with maximising articulation possibilities from local colleges.
In the past, the Department has been disadvantaged by Faculty policy that deterred entry of
the equivalent of Higher Diploma graduates into Year 3 of the BA HHM. Instead an entry
point of Year 2 was the norm, making Strathclyde uncompetitive against the likes of
Glasgow Caledonian University. However, there appears to be a ‘softening’ of this policy.
The Department is investigating this situation, however, it may be that we are too late for this
market as other universities have formalised agreement with the major FE institutions in the
hospitality and tourism fields.
Observation 4
In terms of recruitment, there should be a closer understanding with key colleges to consider
articulation agreements enabling students to complete their studies in the Department. The
programme of school leaver visits to the Department should be extended to include
individual consultations where appropriate. Efforts should also be made to raise the profile of
Tourism with BA students by emphasising the Tourism Management component.
Report 4
In academic session 2004/05, the post of First Year Tutor for the BA HHM was introduced in
response to improving student retention which has been recognised as an issue across the
Faculty and University. The Panel believed that, while laudable, it raised student
expectations relative to dedicated tutor support in subsequent years.
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SBS Annual Faculty QAER – February 2006
This point is noted. The role will continue in 2005/06 and the impact over the two year
period will be monitored and assessed.
Observation 5
In response to issues about retention, a first year tutor/mentor was appointed. The impact of
this on retention has yet to be assessed. In considering the future of this role, decisions
need to take account of its impact on retention, raising students’ expectations about
extending the role to subsequent years and the overlap with the counsellor’s role.
Report 5
It was observed that the number of students progressing to BA HHM Honours was declining
despite a dedicated Honour Year Tutor and interventions to encourage Year 3 students to
continue subsequent to attaining the required grade. The Department is committed to
promoting the benefits of Honours. However, external factors outwith our control, such as,
financial consideration and the possibility to commence postgraduate study with an ordinary
degree may be conspiring against study continuation.
Observation 6
The Department should develop further its ideas for explaining the benefits of transfer to
Honours. Students certainly had difficulty articulating such benefits. Discussions should also
be held with the Integrative Studies ( Management Development) team regarding the
content of IS3 and its appropriateness in preparing students for dissertations.
Report 6
There currently exists an imbalance between research and teaching income generation
activities. Currently, efforts are being made to return to a more focus on research
complemented by other non-core activities, and any new opportunities will be assessed
against this observation prior to any commitment. Currently, the Department is in the
process of disengaging with INSTROCT, Tehran, and will have exited from this collaborative
agreement by the end of the contract in September 2008. The collaborative agreement with
Hong Kong University SPACE appears to have the makings of a strong, quality academic
partnership with potential of solid student numbers and income. This needs to be balanced
against providing sufficient head-room for research activity that produces sound quality
RAE-able output. Specifically, this will require the augmentation of human teaching
resources that align to University personnel and teaching quality requirements and
regulations.
Observation 7
The strategy to disengage from INSTROCT was wise. The SPACE development produced
healthy disposable resource, but staff workload has to be factored in equitably and care
needs to be taken over the negative impact on research activity. Adjunct staff could be used
to augment the teaching resource, but their formal appointment and performance needs very
close monitoring for quality. Any expansion of the SPACE activities should be considered
very carefully, given the points made above.
Report 7
Department progress towards WebCT embedding is slow. For 2005/06 it will represent a
Departmental priority. This is particularly important to support the distance teaching and
learning model applied in Hong Kong.
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SBS Annual Faculty QAER – February 2006
Observation 8
Progress should continue with expanding the development of class content on WebCT.
Report 8
Within the Faculty, the Department is in a strong position relative to postgraduate instruction
student numbers. During 2004/05 a review of the portfolio of the Department’s programmes
had been undertaken and significant progress made. Once the Faculty has completed its
review, which includes PGI provision, the Department should be in a strong position to align
and contribute to the Faculty strategy in this respect.
Observation 9
The opportunity costs of the portfolio of postgraduate courses should be assessed, as
should the scope for charging premium fees for the courses. The value of these courses
may need to be considered relative to the offering of continuing professional development (
for alumni leaving with pass degrees and others).
Report 9
The Department name of ‘The Scottish Hotel School’ was assigned in 1944. While it has
high collateral in some markets, it is accepted that it fails to reflect the true nature of the
hospitality and tourism academic dimensions of the Department. In addition, it belies the
broader employment opportunities that can be achieved by graduates, as such, it may have
limited market appeal to the likes of school leavers. As with observations(1) and (4), the
Department is working with the Department of Marketing and Communications to reprofile
and rename.
Observation 10
The Faculty should consider re-establishing an Administrators/Registry steering group to
discuss issues regarding postgraduate degrees and in particular arrangements for overseas/
part-time and flexible degrees.
Report 10
The final observation made comments that the composition of the Management Group
should be streamlined, questioning the amount of time involved for senior members of staff.
Since the review the number of members has declined by one to Head of Deportment and
three others, and for 2005/06, the frequency of meetings has been streamlined from once a
month to twice per semester. These arrangements will be monitored.
RGL/ACE/EL
20th February 2006
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