ANGLIA RUSKIN UNIVERSITY
The Senate
Summary Report of the Annual Monitoring of Taught Pathways Delivered in the Academic
Year 2007/08
1.
Introduction
1.1
The purpose of this paper is to provide a summary to the Senate on the annual monitoring
process for pathways delivered in 2007/08, conducted between September 2008 and March
2009.
1.2
The following reports are attached as Appendices 2-7 and were the main sources of
information for the Summary Report:

Five Faculty Board overview reports: Faculty of Arts, Law & Social Sciences (ALSS);
Ashcroft International Business School (AIBS); Faculty of Education (FoE); Faculty of
Health & Social Care (FHSC); Faculty of Science & Technology (S&T). All overview
reports were approved by the relevant faculty boards at meetings held in
February/March 2009;

Annual Institutional Review of Edexcel Licensed Centre BTEC Programmes (this
report forms the annual reporting process for Edexcel and complements the
monitoring of Edexcel higher nationals within the Programmes undertaken as part of
the Anglia Ruskin standard process).
1.3
The Senate is invited to consider this report, agree appropriate action where
necessary (see paras 3.8, 3.22, 3.23, 3.33, 5.2 and 6.2) and conclude the annual
monitoring process of delivery in 2007/08.
2.
Process
2.1
For the fourth year running, the main structure and organisation of the annual monitoring
process was largely unchanged; the main focus of the process was the Programme.
Following feedback contained within the previous year’s five Faculty overview reports, minor
amendments only were required to the presentation of the main Annual Monitoring Report
(AMR) template. One of these was the inclusion of section requiring comment on the actions
taken to ensure/improve the efficiency of delivery as proposed by the Working Group on
Student Retention (see para 3.24 below)
2.2
Last year’s summary report noted that the FHSC and FST overview reports had praised the
use of tables detailing key issues from the Readers’ Reports, prepared by the then Deputy
Head of Quality Assurance, for the attention of the Faculty Board Annual Monitoring
subcommittees. In response to this, such tables were provided to all five subcommittees this
year by the Academic Office representative and were viewed by all members as an essential
aid to the work of the subcommittees.
2.3
Although there has been significant improvement in recent years, it was noted in last year’s
summary report that there were still some examples of problems with accessibility to the
Oracle Portal and Access Database which provide the pathway and module statistics
respectively for the annual monitoring process. Therefore as agreed by the Senate, the
Academic Office arranged for the main statistical reports to be downloaded and stored on a
public electronic area in October 2008. This permitted quick and easy access to the
statistical reports for Programme Leaders, Readers and members of the Annual Monitoring
subcommittees and none of the overview reports mentions any difficulty with access for
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Anglia Ruskin staff. It should be noted, however, that due to the ongoing SITS:Vision
Recoding exercise for FHSC that a parallel paper system had to be used, but again, no
difficulties were reported.
2.4
As in previous years, the Quality Assurance Division organised two briefing sessions, held in
early September 2008, for those colleagues involved in the process. A total of 33 staff
attended these sessions which were structured towards the delegates’ interests. In addition,
exemplars of previous AMRs were provided. Once the main briefings were completed, a
small group session (usually lasting an hour) was held for those Programme Leaders and HE
Co-ordinators who were new to the process which enabled more interaction and individual
advice and guidance.
2.5
Analysis of the 18 evaluation questionnaires completed showed that the majority of these
attendees considered the session to be ‘helpful, instructive and constructive’.
2.6
The main sessions were complemented by five further sessions delivered jointly by the
Assistant Director (Quality Systems), Academic Office and the Head of Student Records,
dedicated to accessing and using the statistical data provided to support the annual
monitoring process. Due to availability of the training rooms, it was only possible to hold
these sessions at the Chelmsford Campus. The sessions were attended by over 30
colleagues and included a dedicated session in July for the Faculty of Health & Social Care
(on its request). In response to feedback from previous years, the sessions were delivered in
a different style and format which was welcomed by delegates.
2.7
In general, it can be reported to the Senate that the process in the year to which this report
refers has operated smoothly and efficiently.
3.
Conclusions
3.1
All five Faculty Board overview reports confirm, (with one exception, see para 3.2 below), that
the annual monitoring process of the delivery of pathways in 2007/08 was conducted
effectively and undertaken in a sufficiently critical and reflective manner. Both ALSS and FST
note that all UK-based partners had provided appropriate and helpful information even where
access to Anglia Ruskin’s statistical information had been difficult. FHSC notes that the
quality of the Readers’ reports had particularly improved this year and included more
narrative which aided the subcommittee’s deliberations and the completion of the overview
report.
Essential Requirements of the Annual Monitoring Process
3.2
All the faculties report that AMRs and Readers’ Reports for each Programme were received
and that in all but one case the essential requirements of the annual monitoring process had
been met. The one exception was the report for the Teaching Assistants programme within
the Faculty of Education. The subcommittee agreed with the Reader’s analysis that the
report was not sufficiently evaluative and did not demonstrate appropriate use of the
evidence base. The Head of the Department of Educational Studies has been actioned to
revise and resubmit the report (due to the absence due to ill-health of the Programme
Leader) for reading by the Deputy Dean. An update on progress in relation to this matter will
be reported to the 22nd April 2009 meeting of the Senate. In addition, the FHSC report also
notes that the subcommittee agreed that the AMR for the Continuing Care Practice
Programme should be revised and resubmitted as it needed to address several issues raised
by the Reader. This has been addressed by the Associate Dean (Teaching, Learning and
Quality) and the action has been completed.
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Statistical Analysis
3.3
In response to feedback from previous years, the main pathway level statistical reports were
amended this year to differentiate those students who leave a pathway for academic and
non-academic reasons. All the Faculty Board overview reports confirm that the individual
AMRs were informed by the statistical information provided to support the annual monitoring
process. For the vast majority of cases, the SITS:Vision produced statistical data on module
performance, continuation, retention and classifications was used, although it was
supplemented by local data within FHSC. The only exceptions related to non-modular,
professional courses where local data was used as this is not available via SITS:Vision.
3.4
The statistical component of the annual monitoring process appears to have become
established in its third year with further comments in the overview reports of the improved
quality and reliability of the data. Only one overview report notes inaccurate data in relation
to one postgraduate pathway and this has been reported to ISMS.
3.5
The AIBS overview report notes that due to the large number of pathways and delivery
locations for the undergraduate Programme, detailed analysis proved challenging. To
address this next year, and to facilitate the analysis of trends and the comparison of
deliveries at different locations, it was agreed by the subcommittee that the Pathway Leaders
should take a more significant role in monitoring and reporting mechanisms within the
Faculty.
3.6
The FoE, FHSC and FST overview reports comment on some limitations of the data set
provided for annual monitoring, for example, the FHSC report notes that Readers considered
that the limited data analysis within the reviews did not enable the causes of high attrition or
low recruitment to be identified; the FoE report comments that the data capture undertaken
by our University is too limited; the FST report notes that year by year comparisons were
made by authors where they accessed this information from their own records. It is proposed
that all of these matters could be addressed by more training for Programme Leaders and
other key postholders on the range of data sources provided by our University’s management
information systems. It should also be noted that the FHSC has identified a number of
Faculty actions aimed to address this matter, for example, the provision of a standardised
Faculty template identifying which data should be presented and an acceptable format for
comparative analysis, and also staff development sessions for Programme and Pathway
Leaders to address skills of analysis and other aspects of quality monitoring. A request for
further training is also included with the AIBS overview report
.
3.7
3.8
Significant progress has already been made on introducing further enhancements and
improvements to the statistical reports for use in the next annual monitoring cycle with testing
currently underway. The FHSC’s plan to identify a standard template (see paragraph 3.6
above) to aid analysis will be monitored by the Academic Office with a view to assisting in this
development and adapting any good practice for use across the institution.
The previous year’s Summary Report to the Senate proposed the introduction of regular
training sessions for academic staff with curriculum management responsibilities at various
points during the academic year about accessing and using management information. The
main purpose of this training would be to ensure that such staff come to use the various
management information reports as part of their day-to-day work, rather than perceiving the
reports as only for use during the annual monitoring process in Autumn of each year. The
need to introduce and establish current IT projects involving new systems such as Qlikview
has meant that this recommendation requires further attention during the next twelve months
and it is therefore recommended to the Senate that the Academic Office continues to
explore the introduction of management information training for key academic staff
with a curriculum management responsibility with ISMS and Human Resource
Services.
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External Examiners’ Reports
3.9
All the overview reports confirm that external examiners’ reports were generally positive and
complimentary and were used effectively as part of the annual monitoring process. In
general, responses to the reports had all been provided and the overview reports confirm that
SMART Action Plans included reference to external examiners’ comments where applicable.
Furthermore, the overview reports also confirm that where external examiners had identified
academic standards as being at risk (as reported to the Senate in November 2008), actions
have been taken to address these serious concerns.
3.10 The AIBS overview report notes that in the main external examiners have praised
assessment processes and performance. However, issues have also been raised relating to
the quality of feedback provided to students and the limited use of module specific
assessment criteria and marking schemes. It was also noted that one external examiner
identified the need for closer liaison with partners and concern over student performance at
one partner.
3.11 The ALSS overview report notes the concern raised by one external examiner regarding the
early deadline for Semester One module guides, suggesting that this prevents the use of the
summer research period to update and reflect on module delivery. The matter has been
referred to the Faculty’s Learning and Teaching Co-ordinator for consideration.
3.12 The FHSC report notes the significant number of positive comments received by external
examiners in relation to well-managed assessment, detailed feedback to students, the
achievement of appropriate standards, effective links with practice and some innovative
assessment strategies. Also noted are the comments regarding the need to improve, in
some areas, communication with external examiners in relation to providing module and
marking schedule information consistently, enhancing transparency in module moderation
and managing external moderation in a timely way. Plagiarism was the most concerning and
frequently mentioned issue; the Director of Studies is compiling monthly Faculty reports of
plagiarism cases to raise awareness with staff and facilitate targeted management of these.
The Director of Teaching and Learning is leading a Faculty strategy via the Learning and
Teaching Sub-committee to address plagiarism within all pathways and programmes. Also,
the use of ‘Turn-it-in’ within one module in all first year pathways as a learning tool is to be
implemented by September 2009.
3.13 The FST overview report requests consideration of the proposal to move to electronic
submission of assessment and electronic strategies for reducing plagiarism. Senate is
advised that the Assistant Director (Quality Systems) of the Academic Office is currently coordinating a project to explore the introduction of electronic submission.
3.14 The FST overview report notes that several external examiners praised the quality of
feedback to students which was in contrast to the relatively low satisfaction rating for
feedback in the NSS.
3.15 The FST overview report notes that the expanding number of partners requires robust
procedures for the moderation of assessments and strategies for ensuring that all students
have an equivalent experience. Senate is advised that the Academic Standards, Quality &
Regulations Committee (ASQRC) has overseen and agreed at its meeting of 10th March
2009, a proposal to amend our University’s assessment cycle in order to meet the
assessment needs of our increased UK and overseas collaborative provision.
3.16 The FoE overview report proposes that the implementation of a consistent approach to
meeting and monitoring recruitment targets in partner institutions is explored. Senate is
advised that it has recently been agreed that twice yearly reports on student numbers at
partner institutions will be submitted to both the Corporate Management Team and the
Partnerships subcommittee for consideration.
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Completed Action Plans for 2007/08
3.17 All the overview reports confirm that all actions identified in the previous year’s SMART
Action Plans had either been completed or rolled forward for inclusion in the Action Plan for
2008/09, due to the medium-long term nature of the issue or where timescales required
revision.
Action Plans for 2008/09
3.18 The overview reports confirm that, in general, the action plans attached to the individual
AMRs reflected the issues identified in the associated reports, were informed by statistical
analysis (where appropriate) and followed the SMART format. There were a small number of
action plans which required revision following the meeting of the subcommittees; either to
include actions which had been noted in the text but omitted in the plan, or to ensure the plan
met the ‘SMART’ format. At the time of writing there were a number of outstanding actions
related to FST AMR action plans; an update will be provided to the 22nd April 2009 meeting of
the Senate.
3.19 The FoE overview report noted that the subcommittee had agreed that in order for each of
the Programmes’ action plans to be of wider value, they needed to link into the Faculty’s
Strategic Plan.
Item for Special Consideration - Assessment Criteria
3.20 A recurring theme identified through external examiners’ reports by last year’s overview
reports was the need to ensure consistency in the marking process. AIBS highlighted the
importance of this issue with regard to the expanding nature of Anglia Ruskin’s collaborative
provision and also comments on this issue in this year’s overview report (see para 3.10
above). Anglia Ruskin University’s Generic Assessment Criteria and Marking Standards
were introduced in early 2007 (via the second edition of the Senate Code of Practice on the
Assessment of Students) for use from 2007/08 and were designed to help academic staff
ensure transparency and consistency in the assessment process. It was therefore agreed
that in the 2007/08 process Programme Leaders should be asked to comment on the
implementation and usefulness of Anglia Ruskin’s generic assessment criteria and marking
standards.
3.21 The ALSS and FST overview reports note that many Programme areas acknowledge the
usefulness of the generic assessment criteria and confirm either that these have been
implemented and/or have been used to guide the development of specific module
assessment criteria.
3.22 The FoE overview report notes that external examiners had identified a lack of specificity in
the generic assessment criteria in the ranges <40% and >70%. It is proposed that this
comment is referred to the Assistant Director (Quality Systems) of the Academic Office
to consider when preparing the Procedural Document 2009/10 to accompany the
Senate Code of Practice on Assessment.
3.23 The FHSC overview report notes that the assessment criteria and marking standards had
been well received by staff and students as a useful reference point but that was some
difficulty, particularly for students, in interpreting these in relation to their field of study. The
Faculty response to this was to work with students to develop an assessment criterion that
utilised student-friendly language, and this was successfully piloted with the pre-registration
nursing programme. This will be adopted by a number of other programmes and evaluated
over the next academic year. It is proposed that the FHSC is asked to prepare a paper
for the Learning and Teaching Committee regarding their work in this area.
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Curriculum Efficiencies
3.24 Questions relating to the issue of curriculum efficiencies were introduced to the annual
monitoring process for the first time in 2007/08 following a recommendation contained in the
2008 Senate report on Retention.
3.25 The AIBS overview report notes that there is a high level of efficiency within the Faculty due
to the extensive sharing of modules across pathways and the use of a common first year. As
the entire Faculty portfolio will be reviewed during 2009/10, this will provide a suitable point to
consider, once again, overall curriculum efficiency.
3.26 The ALSS overview report notes that there continues to be variation between and even within
Departments with some pathways and modules recruiting small numbers of students. Where
this is an issue, steps are being taken to rationalise the provision and to maximise module
enrolments. This is carefully monitored at Departmental and Faculty level as noted in all of
the AMRs.
3.27 The FoE overview report notes that two Programmes had reported proactive engagement
with the efficiency agenda and had reviewed curriculum and operational delivery to establish
common modules across Programmes.
3.28 The FHSC overview report notes that curriculum efficiencies were discussed in six of the
twelve AMRs with respect to the introduction of more flexible learning strategies, and
pathway modifications and re-approval. This limited reflection is probably due to the fact that
curriculum efficiency has been a Faculty-led project consisting of a major recoding of all
modules and pathways and the associated archiving of over 400 modules. Curriculum
efficiency is reflected in the strategic aims of the Faculty related to recruitment and flexible
learning and so will form an important part of future AMRs.
3.29 Similarly to ALSS, the FST overview report notes that there continues to be significant
variation between and even within Departments with some pathways and modules recruiting
small numbers of students. Where this is an issue steps are being taken to rationalise the
provision and to maximise module enrolments.
Faculty-specific issues
3.30 The Faculty overview reports identified the following Faculty-specific issues which require
special attention during 2008/09:




Issues associated with ensuring adequate specialist staffing, lack of cover for staff
absent due to ill-health, and an over-reliance on part-time staff (AIBS);
Training for Programme Leaders in view of the relatively high number of new AMR
authors (FoE, FHSC);
To require Programme subcommittees to respond to the Faculty Board to ensure that
the outcomes of annual monitoring in 2007/08 are being addressed (FoE);
To include curriculum efficiency as an ongoing Faculty action, and to ensure
collaboration takes place across all departments to maintain efficiency (FHSC);
3.31 There were no major issues of concern raised by any of the overview reports with regard to
Professional, Statutory and Regulatory Bodies (PSRBs).
3.32 There were no major issues of concern raised by the Annual Institutional Review of Edexcel
Licensed Centre BTEC Programmes report.
3.33 Overall, the Senate can be confident that the annual monitoring of the delivery of
pathways in 2007/08 has been conducted effectively.
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4.
Issues of Institutional Significance
4.1
No new issues of institutional significance requiring further action (other than those identified
above) emerged through the annual monitoring process on delivery in 2007/08.
5.
Examples of Good and Innovative Practice and Commendable and/or Significant
Achievements for Wider Dissemination
5.1
Anglia Ruskin University defines good practice as:
"a method, strategy, system, procedure or process, which has, over an appropriate period of
time, resulted in improved academic standards, an enhanced quality of education and/or an
improved level of service to stakeholders (eg: students, staff, external examiners,
collaborative partners, employers etc.) and which can, when appropriately adapted, be
implemented in other areas of the institution."
5.2
The Senate is invited to endorse the examples of good and innovative practice and
commendable and/or significant achievements listed in Appendix 1 which shall then
be disseminated to the wider Anglia Ruskin community with details of colleagues who
can be contacted for further details. The information will be provided to all Deans and
Associate/Deputy Deans of Faculty, Directors of Studies, Heads of Department, Programme
Leaders and HE Co-ordinators at partner institutions. In addition, the information will be
received and considered by the Senate’s Learning & Teaching Committee and the Faculty
Learning & Teaching Subcommittees.
5.3
The ALSS and FST overview reports advise that where appropriate, examples of good
practice in learning and teaching will be disseminated more widely within the Faculty, via, for
example the ALSS Learning and Teaching mini-conferences, the first of which was held on
17 December 2008. ALSS also notes that all reports provided evidence of good practice in
terms of research-informed teaching, with many new research clusters and units being
established.
5.4
As proposed in last year’s summary report, INSPIRE was asked to select a minimum of two
of the examples of good and innovative practice identified and organise sessions to promote
and disseminate the good practice as part of the 2008 Learning & Teaching Conference. A
number of sessions at the Conference were led by academic staff on a variety of good
practice and pedagogical issues.
6.
Further Enhancements and Amendments to the Future Process
6.1
As is normally the case, a number of comments have been returned via the overview reports
and other informal sources about the annual monitoring process. Areas for the enhancement
of next year’s process may include:






To commence the AMR template with the updated action plan from the previous
year;
Including reference to Programme level responses to the NSS results and action
plans within the AMR template;
The FoE report noted the lack of explicit use of additional data available in the
public domain to inform the AMRs, eg NSS, Ofsted reports and suggested that the
means of accessing this data should be more widely publicised;
To include advice to AMR authors to consider relevant aspects of the Faculty
strategic plans within the AMRs;
Distribution of the AMR template and guidance in May/June 2009;
Provision of staff development sessions on annual monitoring in June 2009;
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
6.2
To hold Annual Monitoring subcommittees in December, rather than January, so the
meeting coincides more closely with the completion of the Readers’ reports.
The AIBS overview report states that the subcommittee felt strongly that the timescales for
the annual monitoring process should be brought forward. It considered that for an action
plan to be useful it had to be agreed by the Faculty Board meeting in Semester One. The
Faculty will encourage (in line with Academic Office advice) the production of the qualitative
components of the AMR at the end of Semester Two 2008/09 and the addition of further
evaluation to it as the pathway statistics and external examiner reports become available
during the summer/autumn. The FST overview report proposes that the Annual Monitoring
subcommittee meeting is held in December. It is proposed that both Faculties are
supported in these actions for the next annual monitoring process and that an
evaluation of the approach is included in next year’s summary report.
CAROLINE WATTS
Head of Quality Assurance
April 2009
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Appendix 1
Examples of Good and Innovative Practice (Source Programme area in bold type)
Faculty of Arts, Law & Social Sciences
The development of an e-learning probate initiative through the Learning and Teaching Fellowship
scheme warrants recognition and the findings from this pilot should be useful across the Faculty
(Law (Academic Courses))
External examiners’ reports commend the impressive design of the curriculum, in particular, the
innovative assessment methods which reflect well on the learning methods used by staff (Law
(Academic Courses))
The use of Wiki is commended (Art, Design and Media)
Theory-practice integration and vocational opportunities for students (Communication, Film and
Media)
Additional workshop and seminar support for Major Projects; the use of a script archive which
could become Faculty practice (English and Writing)
The collaborative cross-disciplinary approach to the delivery of Composition 3, requiring students
to collaborate with someone from outside the Programme on the development of their final
portfolio, resulting in compositions for theatre, film, animation, performance, dance and installations
both within our University and in the community (Music)
The use of blogging and social networking to enhance and support delivery (Music)
A full and varied programme of high quality concerts and workshops delivered throughout the year
(Music)
The new/revised modules Enterprise in the Creative Arts and Arts Administration give all students
in this programme the opportunity to engage in entrepreneurship activities (Performing Arts)
The ‘practical essay’ assessment (plus viva) is flagged up again by external examiners as an
example of good practice (Performing Arts)
Theatre Workshop Skills at Peterborough Regional College is praised for providing a group
working task between students and young people with moderate learning difficulties. The
partnership between PRC and Peterborough City Council/Key Theatre has provided some
exceptional extra-curricular activities which enhance the student experience in a range of ways
(Performing Arts)
The development of a file of ‘best practice’ submissions from the previous cohort (Performing
Arts)
The professional and practical nature of modules in English Language which prepare students well
for future careers (Languages and Intercultural Communication)
An MA discussion support group was established to run alongside the Research Support Group for
postgraduate students. It was noted that several MA students had presented academic papers at
conferences and some were intending to progress to PhD study at Anglia Ruskin (Languages and
Intercultural Communication)
The Programme was praised for offering additional pastoral support for students new to the
country through a two-tier tutorial system (English as a Foreign Language)
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Appendix 1
Examples of Good and Innovative Practice cont’d (Source Programme area in bold type)
The success of the Programme’s summer school and the subsequent high progression rates onto
BA courses at Anglia Ruskin (English as a Foreign Language)
Innovation and creativity in the philosophy provision are noted by external examiners, especially in
the design and delivery of the inter-disciplinary modules (Humanities)
Evidence of parity of delivery, learning and achievement across regions (Humanities)
Use of vocational placements to engender good quality experiential learning (Humanities)
An online forum allowed for effective distance learning for he MA in Jewish-Christian Relations
(Humanities)
The development of a file of submissions from the previous cohort and use of this within the
Programme-wide compulsory module at Level 1 (Social Sciences)
Ashcroft International Business School
The use of guest lecturers to support the practice-based learning curriculum (Postgraduate)
Training by AIBS staff to identify candidates for CIPFA membership (Professional)
Faculty of Education
The standardisation day undertaken by the CPD/PCE across the partnerships at the beginning of
the semester (Continuing Professional Development/Post Compulsory Education)
The identification and revision of modules to establish common modules which address key skills
required in HE learning (Combined Honours and Early Years)
Faculty of Health & Social Care
A project enabling people with learning disabilities to access Solution Focused Brief Therapy
(Mental Health & Learning Disabilities)
The Use of multimedia within WebCT, eg podcasts, e-presentations (Radiography and Health
Care Scientists)
Students setting their own worksheet assessment questions that engage students in a deeper level
of learning (Radiography and Health Care Scientists)
Interprofessional learning within the PG Cert Medical Healthcare Education (Child and Family
Health)
The module ‘Preparing for Employment in Social Policy’ aims to increase employability and is
taught in conjunction with Student Services (Social Policy, Advanced Practice and Regulation)
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Appendix 1
Examples of Good and Innovative Practice (Source Programme area in bold type)
Faculty of Science & Technology
The use of field trips (Animal & Environmental Biology)
The use of site visits (Construction)
The use of international visits (Animal & Environmental Biology, Architecture & Planning)
The use of collaborative work with employers (Surveying)
The use of “hands on” experience and live projects in the curriculum (Design & Engineering)
The use of guest lectures from industry (Animal & Environmental Biology, Technology)
The use of “real life” examples and problem solving in assessment (Built Environment)
Innovative approaches to learning and teaching such as the use of podcasts, blogs, discussion
boards and multi-media web based learning aides (Computing, Design & Engineering)
Innovative assessment tasks which greatly reduce plagiarism (Forensic Science & Chemistry)
External exhibitions/presentation of student work (Architecture & Planning, Design & Engineering)
Innovative approach to PDP and the development of transferable skills (Psychology)
Commendable and/or Significant Achievements (Source Programme area in bold type)
Faculty of Arts, Law & Social Sciences
The Law School’s impressive track record with regard to developing students’ skills in interviewing
clients and their success in national and international competitions (Law (Professional Courses))
The excellence of some of the public achievements and exhibitions organised by the Programme,
especially those in the Ruskin Gallery (Art, Design and Media)
The production of an electronic magazine to showcase the creative work of students throughout
the Programme. This was part of the assessment for a third year module (Creative Publishing)
and is now being developed as a course marketing tool (Communication, Film and Media)
The FdA Public Service work placements at levels 1 and 2 are commended by the external
examiner (Social Sciences)
Ashcroft International Business School
A team of AIBS students won the IBM Universities Business Challenge (Undergraduate)
Natalie Kite, a member of staff, was honoured with the Future Leaders’ Award from CIPFA
(Professional)
John Webb (Director of Studies) edited a special edition of the Journal of Finance and
Management in Public Services (Professional)
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Appendix Two
Subcommittee Summary Report
Faculty of Arts, Law and Social Sciences
Faculty Board Annual Monitoring Overview Report for 2007-2008
Committee Title:
Faculty Board Annual Monitoring Subcommittee
(Faculty of Arts, Law and Social Sciences)
Parent Committee:
Faculty Board
Date of Meeting
28th January 2009
CONTENTS:
1. Essential requirements
2. Statistical data
3. External examiners’ reports
4. Key issues, themes and trends
5. Previous year’s action plans and reader’s reports
6. Future action plans
7. Examples of good and innovative practice (presented as appendix)
8. Curriculum efficiencies
9. Issues for consideration during 2007/8
10. Outstanding actions
11. Comment on the effectiveness of the annual monitoring process and the operation of the
process itself. This may also include any recommendations for the future enhancement of
the process.
Appendix 1 – summary of outstanding actions arising from Readers’ Reports
Appendix 2 – examples of good and innovative practice
13
1.
Essential Requirements
Annual Monitoring Reports (AMRs) meeting the essential requirements were received from all the
Programmes in the Faculty and considered by the Faculty Board’s Annual Monitoring Subcommittee held on
28 January 2009. The AMRs considered were:
Law (Professional Courses)
Law (Academic Courses)
Art, Design and Media
Communication, Film & Media
English and Writing
Languages and Intercultural Communication
English as a Foreign Language
Music
Performing Arts
Humanities
Social Sciences
It was noted that all Regional Partners had provided appropriate and helpful information even where direct
access to central statistics had been difficult.
2.
Statistical data
All reports except two (EFL and Law Professional – both non-modular) included and used as their main point
of reference centrally produced statistical data. Several AMRs and Readers’ Reports noted the quality and
clarity of the centrally-produced data, and recognised that where there are many Pathways within a
Programme the statistics were reorganised into subject groups so that meaningful analysis could be offered.
One report (English & Writing) noted some erroneous data on one of postgraduate pathways which had
been reported to the Academic Office.
3.
External examiners’ reports
The sub-committee noted with satisfaction the very positive comments made by the Faculty’s External
Examiners. In 2007-08 only two standards at risk had been identified and the subcommittee was generally
satisfied that these and other points raised in External Examiner reports had received an appropriate
response in SMART Action Plans.
One external examiner raised concern about the early deadline for Semester one module guides (July),
suggesting that this prevented the use of the main summer research period to update and reflect on module
delivery. The Committee agreed to refer this to the Faculty’s Learning and Teaching Co-ordinator.
4.
Key issues, themes and trends
No common concerns emerged from the eleven AMRs this year. A few issues were discussed relating to
individual reports and where further actions or reflection are required, these are noted in the appendix below.
It was noted that one Programme level issue – the need for a work placement officer for the Public Services
foundation degree – could in fact become a Faculty issue if foundation degrees were to be offered in other
Departments.
5.
Previous year’s action plans and reader’s reports
The sub-committee was able to confirm that Action Plans for the academic year 2007-8 had been
implemented and that such responses as were required to Readers’ Reports had been made.
6.
Future action plans
Almost all issues raised in AMRs or external examiners’ reports for 2007-08 were carried forward into the
SMART action plans. Where they hadn’t, programme action plans will be amended as appropriate (see
Appendix 1 below).
14
7.
Examples of good and innovative practice
Across the Reader’s Reports and external examiners’ reports, a number of areas of good practice and
achievement were highlighted, both by internal reviewers and by external examiners. For details, see
Appendix 2 below.
Where appropriate, examples of good practice in learning and teaching will be disseminated more widely
within the Faculty, via, for example, the Learning and Teaching mini-conferences, the first of which was held
on 17 December 2008 (co-ordinator: Colleen Moore).
All reports provided evidence of good practice in terms of research-informed teaching, with staff attending
conferences regularly and with many new research clusters and units being established, partly as a result of
successful cross-Departmental collaborations.
8.
Curriculum Efficiencies
There continues to be variation between and even within Departments with some pathways and modules
recruiting small numbers of students. Where this is an issue steps are being taken to rationalise the
provision and to maximise module enrolments. This is carefully monitored at Departmental and Faculty level,
as noted in all of the reports.
9.
Issue for special consideration during 2008/9
The Committee suggested a Programme level response to the National Student Survey results and actions
planned in all of next year’s reports.
10.
Outstanding actions
Outstanding actions arising from the 2007-08 AMRs have been identified and are being addressed (see
Appendix).
11.
The effectiveness of the annual monitoring process and the operation of the process
itself.
The sub-committee felt that this round of Annual Monitoring Reports had been commendably thorough and
wished to thank all authors. All reports had been submitted on time and demonstrated careful reflection on
the previous year’s delivery and achievements. Where there were deliveries at multiple locations, Readers
found it helpful where action at particular locations was clearly identified.
The grid presentation of the Reader’s Report available to the Annual Monitoring Sub-Committee was found
to be extremely helpful. This grid could usefully replace the current Reader’s Report.
The Subcommittee wishes to record special thanks to outgoing Programme Leader for Music, Alan Rochford.
Chair:
Secretary:
Dr Sarah Barrow
(Acting Faculty Co-ordinator for QAE)
Vicky McCormick (Faculty QAO)
15
APPENDIX 1
Outstanding actions arising from Reader’s Reports
(from meeting of Faculty of Arts, Law and Social Sciences annual monitoring subcommittee, held
on 28th January 2009)
Programme
Action Required by 31 March 2009
Monitored by
Law
(Professional
Courses)
Programme leader to respond to external comments
regarding mark sheets by provision of a target/goal in
the action plan.
Louise McKeon
Action complete
31/03/09 see
separate action grid
VM
Law
(Academic)
Programme leader to review action point on feedback
and give more information regarding “other issues”.
Nigel Stockwell
Action complete
31/03/09 see
separate action grid
VM
Programme leader to give a summary of updates for
last year’s action plan
Nigel Stockwell
Action complete
31/03/09 see
separate action grid
VM
Programme leader to respond to comments raised by
external regarding need for parity between partners
particularly Kings Lynn & Cambridge, ideally through
an additional action target in the action plan. Paul
Marris
Action complete
31/03/09 see
separate action grid
VM
Request additional action point to be included to
monitor the implementation of those aspects of the
report of the Head of School on student satisfaction
which are not covered by other targets.
Paul Marris/Tony Harrild
Action complete
31/03/09 see
separate action grid
VM
Clarify (or remove) action point 2 relating to second
marking as this is already a requirement of the
academic regulations.
Jeanette Baxter
Action complete
31/03/09 see
separate action grid
VM
Provide more explicit comment as to why some
modules need to be capped at 15 students (action
point 4).
Jeannette Baxter
Action complete
31/03/09 see
separate action grid
VM
English as a
Foreign
Language
Request further information on support to be offered to
one group of students to improve attendance (as
identified by the Programme Leader).
Nick Hillman
Action complete
31/03/09 see
separate action grid
VM
Music
Request additional action point to deal with External
Examiner’s point regarding high achieving CMT
students having difficulty articulating their thoughts on
their creative process in their written submissions.
Alan Rochford/Gianna Bouchard
Action complete
31/03/09 see
separate action grid
VM
Art, Design &
Media
English &
Writing
16
Humanities
Programme leader to provide short critical reflection on Action complete
statistics in Section B. Jonathan Davis
31/03/09 see
separate action grid
VM
Programme leader to check whether the issues raised
regarding the assignments for 2 modules have been
reflected in the action plan. Jonathan Davis
Awaiting information
from UCP
Programme leader to respond to action 7.1 of last
year’s readers report and confirm what action has
been taken. Jonathan Davis
Action complete
31/03/09 see
separate action grid
VM
Programme leader to review and consolidate the
SMART action plan for 2008-09 so that all points have
a clear target/goal and measurable outcome.
Repetition should be avoided. Jonathan Davis
Action complete
31/03/09 see
separate action grid
VM
17
18
Appendix Three
Ashcroft International Business School
Annual Monitoring of delivery of Pathways in 2007/08
Faculty Overview Report for consideration at AIBS Faculty Board in
February 2009
1.
Introduction
The purpose of this report is to provide to Senate a comprehensive account of the
conclusions deriving from, and the operations of, the annual monitoring process for
pathways delivered in the academic year 2007/08, within the Faculty. The report
highlights key issues and themes and, where necessary recommends further action.
Three programmes within the School have been reported on: the undergraduate
programme, postgraduate programme and professional programme.
2.
Essential requirements
All, but one, essential requirement within programme annual monitoring reports has been
complied with. All pathways have been included; all but one external examiner report is
attached; SMART action plans are included for this year and last; and where necessary
there have been responses to previous reader’s reports. One external examiner report
was not received and was not pursued due to her ill health and expiry of contract.
3.
Use of statistical data
Statistical data are not easily acquired for the professional programme as in a number of
cases marks are held by the professional body, not on SITS, and are not made available
to us. Statistics were available and were used well for postgraduate pathways. Due to
the large number of pathways and delivery centres for the undergraduate programme
detailed analysis is a challenge. To address this, to evaluate trends and to compare
delivery at different centres it was agreed that Pathway Leaders for each location should,
in future, be in place in time to assist the Programme Leader. They should also take a
more significant role in monitoring and reporting on their pathway at undergraduate and
post graduate level. This is important given that next year AMRs will be produced by only
two Programme Leaders (GW ug & prof, MAK pg). It was also agreed that it would be
beneficial to consider additional statistics to evaluate significant differences and trends
between delivery centres. Additional training on using the statistics available has been
requested.
4.
Key themes, issues and trends
A number of themes can be detected in the reports. These include assessment,
accommodation, staffing, practice based learning and students’ perceptions. The first
issue of assessment is covered below under External Examiners’ reports.
Accommodation is raised as an issue at both campuses, with reference to both quality of
rooms and timetabling. Reports raise the issue of adequate staffing with a lack of
specialist staff where needed, lack of cover if anyone is ill and an over reliance on parttime staff. In relation to the curriculum there are some poorly recruiting pathways that are
19
highlighted as demanding staffing resources that might be better used elsewhere. The
development of practice based learning within pathways and the use of visiting
professors/practitioners is commended.
The undergraduate programme AMR refers to the NSS feedback where student comments
reflect many of the same issues as raised through other feedback mechanisms; poor
feedback to students, timetabling and accommodation problems; academic staff covering
for others. They also raise concerns about communication and some poor teaching.
5.
External Examiners’ reports
In the main External Examiners have praised assessment processes and performance and
retention is good, especially in the postgraduate programme. However, the issues that
have been raised are the quality of feedback to students and the limited use of module
specific assessment criteria/marking schemes. While there are examples of good practice
in feedback mechanisms, there is widespread criticism. There was also concern from
some External Examiners regarding the completeness of data at the DAP, the organisation
and the time available for the assessment process. One External Examiner commented
on the need for closer liaison with partners and concern over student performance at one
partner. Another External Examiner raised an issue considered to be placing standards at
risk in relation to the delivery and assessment of ‘Managing People, Finance and
Marketing’. This issue has been addressed and the module is running in semester two.
6.
Last year’s Reader’s Reports and Action Plans.
Reader’s reports have been considered and most items on last year’s action plan have
been completed. Where they were not completed they have been fed forward into the
2008/09 action plan and will be prioritised. The AMR sub committee felt strongly that the
timescales for the AMR process should be brought forward. It was felt that for an action
plan to be useful it had to be agreed in Faculty Board in early semester one rather than
considering it midway through semester two. We would endeavour to produce the
qualitative components of the AMR at the end of semester two, 2008/09 and add to it as
statistics and formal External Examiner’s reports become available.
7.
Examples of good practice
a. Use of guest lecturers to support the practice based learning curriculum
b. Training by AIBS staff to identify candidates for CIPFA membership
8.
Commendable achievements
a. Team of students won IBM universities business challenge
b. Natalie Kite honoured by future leaders award from CIPFA
c. John Webb edited special edition of Journal of Finance and Management in
Public Services
9.
Curriculum efficiencies
This is the first time that this requirement has been included in AMRs and will take a little
time for us to ensure that we are able to check all pathways and all modules and assess
the implications of any withdrawals of modules or pathways. There is a high level of
efficiency in AIBS due to the extensive sharing of modules across pathways and the use of
20
a common first year. One Programme Leader has highlighted a postgraduate pathway
that does not recruit well and there are some new pathways that are not yet recruiting
strongly. As we will be reviewing the entire portfolio in 2009/10 this will be a suitable point
to consider, once again, overall curriculum efficiency.
10.
Issues for special consideration during 2008/09
That the timescales for the AMR process should be brought forward such that action plans
for the academic year can be agreed by Faculty Board in October.
11.
Conclusion
Readers were confident about the quality of the AMRs and, with additional training, were
happy with the statistics available. There is scope for improved engagement with
collaborative partners and the aide memoire supports this activity. A number of readers
were reporting for the first year and so the quality of readers’ reports varied and this
suggests that it would be helpful if training could be offered for new AMR writers and
readers. The SMART action plans are entirely appropriate and will ensure that we focus
on key issues. The reviewing of curriculum efficiencies on an annual basis is a sensible
action but it may be best separated from the AMR process as it takes some time and may
be better produced regularly as an overview for the school.
The Programme Leaders and Readers concerned engaged fully with the AMR process.
However, reports were not always completed by the designated deadline. This was partly
due to the changing roles of these staff creating peaking workloads as their new role
requirements clashed with this task from their old role. In some cases their old workload
had not yet been assigned to other staff adding further to short term workload issues. A
mistake was made in asking one reader to report on the wrong programme and this
delayed reporting. The AMR sub-committee was re-arranged to meet by videoconferencing at short notice due to the snowy conditions and this, together lack of
availability of certain staff, cut the meeting a little short reducing the level of debate. A
face to face meeting is more suitable for the nature of debate and it is vital that all staff can
attend, and attend for the full meeting. It is suggested that, in future, all senior staff in
AIBS are scheduled with no teaching on one specific day a week. This would allow School
meetings to be scheduled for this day. Additionally, all School meetings should be entered
into a schedule at the beginning of the academic year.
Dr Jenny Gilbert
Deputy Dean, AIBS
21
Appendix 2
Examples of Good and Innovative Practice (to be reported to the Faculty Learning & Teaching Committee)
Programme
Law (Professional
Courses)
Nature of Good Practice
 More than one external examiner praised the impressive track record that this Programme has with regard to
developing students’ skills in interviewing clients and their success in competitions.
 The development of an e-learning probate initiative through the L&T fellowship scheme warrants recognition and
the findings from this pilot should be useful across the Faculty.
Law (Academic
Courses)

External examiners’ reports commend the impressive deign of the curriculum, in particular the innovative
assessment methods which reflect well on the learning methods used by staff.
Art, Design and Media


The use of Wiki is commended.
Externals and the Reader draw attention to the excellence of some of the public achievements and exhibitions
organised by the Programme, especially those in the Ruskin Gallery.
Communication, Film
and Media


Theory-practice integration (as last year) and vocational opportunities for students.
The Reader notes the production of an electronic magazine to showcase the creative work of students throughout
the Programme. This was part of the assessment for a third year module (Creative Publishing) and is now being
developed as a course marketing tool.
English and Writing


The Reader notes the additional workshop and seminar support for Major Projects.
He also praises the use of a script archive and suggests this could be adopted as Faculty practice.
Music

The collaborative cross-disciplinary approach to the delivery of Composition 3, requiring students to collaborate
with someone from outside the Programme on the development of their final portfolio, resulting in compositions for
theatre, film, animation, performance, dance and installations both within the University and in the community.
The use of blogging and social networking to enhance and support delivery.
A full and varied programme of high quality concerts and workshops delivered throughout the year.


Performing Arts

The new/revised modules Enterprise in the Creative Arts and Arts Administration give all students in this
programme to engage in entrepreneurship activities.
22




Languages and
Intercultural
Communication

English as a Foreign
Language



Humanities




Social Sciences


The ‘practical essay’ assessment (plus viva) is flagged up again by external examiners as an example of good
practice.
Theatre Workshop Skills at Peterborough Regional College is praised for providing a group working task between
students and young people with moderate learning difficulties.
The development of a file of ‘best practice’ submissions from the previous cohort.
The partnership between Peterborough Regional College and Peterborough City Council/Key Theatre has
provided some exceptional extra-curricular activities which enhance the student experience in a range of ways.
The professional and practical nature of modules in English Language which prepare students well for future
careers.
An MA discussion support group was established to run alongside the Research Support group for postgraduate
students. It was noted that several MA students had presented academic papers at conferences and some were
intending to progress to PhD study at Anglia Ruskin.
The Programme was praised for offering additional pastoral support for students new to the country through a twotier tutorial system.
The success of the Programme’s summer school and the subsequent high progression rates onto BA courses at
ARU were noted.
Innovation and creativity in the philosophy provision are noted by external examiners, especially in the design and
delivery of the inter-disciplinary modules.
Evidence of parity of delivery, learning and achievement across the regions was praised by externals for History.
Use of vocational placements to engender good quality experiential learning.
An online forum allowed for effective distance learning for the MA in Jewish-Christian Relations.
The FdA Public Service work placements at levels 1 and 2 are commended by the external examiner.
The development of a file of submissions from the previous cohort and use of this within the Programme-wide
compulsory module at level 1.
23
24
Appendix Four
ANLGIA RUSKIN UNIVERSITY
Faculty of Education
2009 Faculty Overview report of Annual Monitoring of delivery in 2007/2008
Areas covered by the report, as listed in the guidance notes:
1. Essential Requirements
2. Statistical Data
3. Key issues and themes
4. External Examiner’s Reports
5. Previous Year’s Action Plans and Reader’ Reports
6. Future Action Plans
7. Examples of Good and Innovative Practice
8. Curriculum Efficiencies
9. Issues for Special Consideration during 2007/8
10. Outstanding Actions
11. Comment on the effectiveness of the Annual Monitoring process and the operation of the
process itself. This may also include any recommendations for the future enhancement of
the process.
Appendix 1 Action Grid
25
1.
Essential Requirements
Annual Monitoring Reports (AMRs) for the following programmes were considered by a Reader
and these Reports were discussed by the Faculty Board’s Annual Monitoring Subcommittee held
on 22nd January 2009:







BA (Hons) Learning Technology Research (Ultraversity)
Combined Honours and Early Years including FdA Early Years Childcare
Continuing Professional Development/Post Compulsory Education (CPD)
Continuing Professional Development/Post Compulsory Education (PCE)
Teaching Assistants
PGCE (Post and Professional) Primary and Secondary Initial Teacher Training
(PGCE ITT)
BA (Hons) Primary Undergraduate Initial Teacher Training (UG ITT)
After consideration of all Readers Report, the Subcommittee rejected the AMR for Teaching
Assistants on the grounds that it did not adequately meet the essential requirements.
The Subcommittee therefore agreed that the recommendations and conclusions of this meeting,
summarised in the Overview Report, be revised through Chair’s Action following the resubmission
and consideration of the Teaching Assistants AMR.
The Subcommittee also noted that elements of the AMRs for CPD/PCE (CPD) and CPD/PCE
(PCE) were incomplete (see Outstanding Actions below), however this did not prevent these
reports from being considered by the Subcommittee.
2.
Statistical Data
The Sub-committee noted that although no significant issues were identified regarding centrally
produced data, the use made of this data was varied.
It was noted in one programme that the data was presented in such a way as to merge two very
different pathways which did not aid detailed analysis (see conclusion point 4). Some AMRs made use
of data to inform critical analysis while some reports made evaluative comments without the
support of statistical evidence. The Sub-committee noted the lack of explicit use of additional data
available in the public domain to inform the AMRs e.g. NSS, NQT surveys, OFSTED reports. It was
noted, however, that the Faculty has recently employed a data analyst to help focus attention in
this area and develop common approaches to data analysis. The Readers Report for the AMRs for
Combined Honours & Early Years and Ultraversity commended the use of data. In some
programmes the statistics are significantly small and do not lend themselves to drawing trend
analyses.
The Sub-committee noted that Programme Leaders would benefit from a more realistic but
aspirational approach to the data in these cases. It recommended staff training to share good
practice and therefore to enable all Programme Leaders to engage confidently with data sources.
3.
Key issues and themes
Key issues identified across all AMRs included the following:





Use of generic assessment criteria (i.e. lack of specificity re <40% and >70%)
Monitoring under-recruitment in partner colleges
Good use made of External Examiners reports to inform future development
The lack of reference to external evaluative mechanisms such as the NSS in most AMRs
The absence of useful data from the NSS where eligible student opinion was not
canvassed (e.g. BA (Hons) Education, progression route)
26
Faculty Action
The Sub-committee recommended the following actions for the Faculty:




Half day training for Programme Leaders to address the AMR in view of the relatively high
number of new authors to the AMR process this current cycle: purpose, process and
support esp. use of NSS and to develop a ‘local’ template to capture external evaluative
data
Continued meetings of Programme Leaders chaired by DOS or Associate Dean to share
common issues and good practice
Require Programme Sub-committees to respond to Faculty Board, via the HoD’s, to ensure
that the outcomes of the Annual Monitoring round are addressed
Pathway Leaders to hold regular meetings and fora for students to discuss emerging issues
University Action
The Sub-committee recommended the following University actions::




4.
To review the use of the generic assessment criteria
To explore a consistent approach to meeting and monitoring recruitment targets in partner
colleges
To review and amend the range of pathways eligible for the NSS scrutiny
To monitor the percentages of different award classifications conferred
External Examiner Reports
The Sub-committee was pleased to note that the positive feedback received by the External
Examiners and the use of these reports was seen to be generally good; comments and
recommendations were taken seriously. In particular, the increasing rigour of the Major Project in
Combined Honours & Early Years was commended and the cross-institution standardisation
process in CPS/PCE was identified as good practice.
The Subcommittee received the synoptic report relating to ‘Standards at Risk’. The Chair reported
that with one exception these did not actually refer to academic standards being at risk within the
Faculty; however the issues raised had wider implication for the University as a whole:
1. ‘ Although not a standard at risk with the current course team in place, Anglia Ruskin
should take responsibility for ensuring that all modules that constitute a licence to practice
(even at level 1) are externally moderated in order to ensure the credibility of the licence to
practice. This is a very different context to year 1 of a 3 year degree (CPS DAP Bronwen
Maxwell).
Note: This was been referred to CMT, however all practice-based Level One modules are
externally moderated
2. ‘Some high marks are being allocated and this might impact on inflating degree
classifications. The University may need to monitor the number of first class degrees
awarded (Educational Studies DAP Sandra Brown).
Note: This theme has been identified as a Key Issue for University Action.
3. ‘The module CC230001D, Subject Focus Study Secondary and PCE stands out as a risk
element of the pathway in that the student work is somewhat weak. There is no convincing
evidence that the learning outcomes for the module have been met (IPS DAP Tim Rutter).
Background Note: Work covering one learning outcome had not been submitted for
external moderation during a period when the module co-ordinator at a collaborative
partner was absent due to long-term illness.
Note: The issue has now been resolved. .
27
Previous Year’s Action Plans and Readers Reports
5.
Outstanding Actions aside, the Sub-committee confirmed that Action Plans for the academic year
07/08 had been implemented and actions completed and/or rolled forward as necessary.
6.
Future Action Plans
Action Plans were submitted by all AM authors. While the standard of those submitted varied, the
Sub-committee agreed that the Action Plans reflected themes or issues identified within the AMRs.
The Sub-committee noted that three of the actions plans were credible, with two needing revision
to make ‘SMARTer’ (see Outstanding Actions below). The Sub-committee agreed that in order for
each of the Programmes Action Plan to be of wider value they needed to link into the Faculty’s
Strategic Plan, however recognised that the targets needed to be achievable at an operational
level.
7.
Examples of good and innovative practice
The Sub-committee identified the following as examples of good practice:
1. The standardisation day undertaken by CPD/PCE across the partnerships at the beginning
of the semester (also endorsed by the External Examiner).
2. The identification and revision of modules to establish common modules which address key
skills required in HE learning was identified as good practice by the Reader of the
Combined Honours & Early Years AMR.
8.
Curriculum efficiencies
Two programmes had reported proactive engagement with the efficiency agenda and had either
reviewed curriculum or operational delivery to establish common modules across programmes.
The Sub-committee commended these as good practice which other programmes could adopt.
9.
Issues for special consideration
None were highlighted
10.
Outstanding Actions
Programme
Report
Action Required
Action monitored
by:
(by 29th January 2009 unless otherwise stated)
CPD
PCE
PG ITT
Teaching
Assistants
UG ITT
The author is required to submit last year’s
action plan and amend the 08/09 Action Plan
as necessary.
The author is required to clarify the status of
the ‘missing’ External Examiner report
Revise Action Plan to clarify targets and to
ensure ongoing actions from previous plans are
clearly identified.
The Author is required to amend and resubmit
the Annual Monitoring Report direct to the
Reader. The amended report will take into
consideration the comments contained in the
Reader Report.
AD
Revise Action Plan to clarify targets and to
ensure ongoing actions from previous plans are
AD
(met 29/1/09)
28
(met 29/1/09)
AD
(met 29/1/09)
AD
(met 29/1/09)
AD/CC/AS
To be progressed by
the Head of
Department due to
author on certified
sick leave.
clearly identified – esp. the action for greater
inclusion of scholarly activity.
Key: AD= Alyson Dawes; AS= Alison Shilela; CC= Chris Curran
Conclusions:
The Subcommittee noted that although the quality of AMRs has improved overall, there is still
inconsistency in the Faculty’s approach to interrogating data. In view of this, recommendations
emerging from the Sub-committee included the following:




Reference to external evaluative sources eg NSS and NQT should be an explicit
requirement of the AMR;
Action plans should relate to the Faculty Strategic Plan, and this could also be made
more explicit on the template;
The inclusion of an analysis of mitigation and appeals received in relation to cohort size,
would also enable Programme Leaders to report on this aspect of their provision in
terms of retention;
The issue of data capture should be raised with ISMS regarding the limitations posed for
programme level analysis in its current format.
Alison Shilela
Deputy Dean
Faculty of Education
29
30
Appendix Five
Faculty of Health & Social Care
Overview Report of
Annual Monitoring of Delivery in 2007/08
for Discussion at Faculty Board Meeting
1. Essential Requirements
Annual Monitoring Reports meeting the essential requirements, including requisite attachments,
were received from the following programmes:Acute Care Pre-Registration
Acute Continuing Development
Allied Health
Interprofessional CPD
Radiography
Child & Family Health
Continuing Care Practice
Common Foundation Programme
Mental Health & Learning Disabilities
Social Policy, Advanced Practice & Regulation
Primary Care & Public Health
Social Work & Counselling
It was noted that several pathway titles were not recorded accurately and colloquial titles recorded.
This had caused confusion for some readers.
It was also noted that all short courses, which are accredited by a PSRB, should be listed within
the SCOPE of the report.
Anne Devlin agreed to provide staff development to ensure that all populated pathways and Public
Statutory Review Body accredited provision is listed within the SCOPE of the Annual Monitoring
Report and the former are identified accurately by the approval title.
2. Statistical Data
Statistical data was provided by the Academic Office on the J drive, as the recoding project was
not completed in time to allow data reflecting the current faculty structure to be accessed. Staff
have not commented on any difficulty regarding accessing data, but the statistical information
provided from this source was supported by locally produced data in most reviews. Analysis of the
data was not well developed in some instances as many modules were being delivered for the first
time post-convergence.
Recruitment and retention have been commented on in many reviews, but the general view of the
readers was that a limited data analysis within the reviews did not enable the causes of high
attrition or low recruitment to be identified.
31
Several issues remain in relation to the use of this data for quality enhancement within the faculty:
i)
The presentation of data is variable, i.e. both what is presented, which is detailed for
some programmes and sparse for others, and how it is presented. For example, the
lack of a standardised approach to presenting recruitment and withdrawal data means it
is not possible to make comparisons across programmes.
ii)
The analysis of data within the reports is variable and some reviews tend to present a
highly descriptive stance. There are some issues, e.g. around student withdrawal, that
the review of the data in annual monitoring is not highlighting or exploring in depth.
The Annual Monitoring Review Sub-Committee suggests that the inclusion of a large number of
pathways within some programmes and also the quality of the pathway reports may be contributing
factors to the above.
Actions planned to address the above include:
Staff development will address accessing and managing the accuracy of faculty data represented
on SITS by arranging Qlikview training for all programme leaders and managers. This should
encourage greater staff engagement with programme data throughout the year and not just in
relation to formal monitoring - Alan Turner/Anne Devlin.
Standardised templates identifying which data should be presented and an acceptable format for
comparative analysis will be published for the next round of annual monitoring - Alan Turner/Anne
Devlin.
Staff development will be organised for programme and pathway readers to address skills of
analysis, developing SMART action plans and other aspects of quality monitoring - Anne Devlin.
3. Key Issues and Trends
External commentary including Public Statutory Body input in several programmes indentifies the
demonstrable currency and validity of the curricula. The link between this and employability and
fitness for practice are noted by Public Statutory Body and external examiners.
Some problems were noted regarding the registration of students, although there has been a
successful pilot of online registration within the faculty. Specific difficulties are being reported by
faculty staff to Terri Rayner so that the faculty can monitor and resolve ongoing registration
problems.
Student attendance at faculty committees is inconsistent with mature part-time and CPD students
under-represented. Faculty sub-committee dates for the remainder of this year and for 2009/10
will be identified by the end of February 2009, so that students are informed early and are able to
make arrangements to attend. Paula Sobiechowska will draw up an action plan to engage
students in all faculty quality processes via the Learning and Teaching Sub-Committee.
There has been an extensive reorganisation of the strategy to support practice learning in nursing
(social work, midwifery and public health nursing already had successful models and allied health
practitioner support will be revisited in March 2009). The ‘educational champion’ and link team
roles have been initiated and are bedding down, with some early positive feedback regarding their
efficacy. There has been a major re-coordination across Cambridgeshire and Essex to ensure that
there is a standardised approach to clinical audits, replacing the two previous pre-convergence
strategies. The next phase of progress will be to develop an electronic data portal to manage the
auditing of placement learning from April 2009. There have been 28 occurrences of the mentor
module and ongoing mentor updating throughout the year. There is now a lead for mentor
updating in Cambridgeshire and a lead in Essex to facilitate a consistent approach to the delivery
and recording of an important part of supporting our students in practice.
32
Placement capacity continues to be an area requiring further development as student numbers
expand. Senior management and Heads of Department are considering how best to facilitate this
and may consider an amended role specification in replacing the Director of Professional Practice
who resigned from the faculty in January 2009.
Access to and the use of Web CT continues to cause concern for students within the faculty. Over
60 staff in the past year have engaged in staff development related to the basic utilisation of Web
CT within our programmes. However the faculty aims to develop more innovative pedagogy and
not only use Web CT as a repository for information. The appointment of a Learning and Teaching
Technologist in January 2009 should enable us to progress this aim and meet our strategic goals
for enhanced flexible, distant and off-campus learning.
It was noted that APCL and APEL claims were increasing and becoming more complex.
Rosemary Buchanan will coordinate staff development to enhance staff familiarity with the
admission with credit processes and the use of tariffs.
The limitations of the faculty site at Peterborough were identified. Also noted are issues related to
developing Peterborough-based students’ identity with Anglia Ruskin University, e.g. how little this
campus features in our university web information. Negotiations to relocate this campus within the
Peterborough City continue and intermediate actions, e.g. the provision of additional equipment
and providing student representation on site have been well received by Peterborough students.
The current university marketing campaign is raising the profile of our university within the town.
4. External Examiners Reports
All External Examiners’ Reports have been collated into a detailed spreadsheet to facilitate
analysis of their comments within departments and across the faculty. This indicates many
positive comments in relation to well managed assessment, detailed feedback to students, the
achievement of good standards within our programmes, effective links with practice and some
innovative assessment strategies. It also raises several points where communication with the
external examiner can be improved, specifically in relation to providing module and marking
schedule information consistently, enhancing transparency in module moderation and managing
external moderation in a timely way. Plagiarism was the most concerning and frequently
mentioned issue with the potential to pose a risk to our academic standards.
External Examiners’ Reports have been responded to appropriately and the following actions are
planned within the faculty to address the above:
External examiner comments have been collated and the spreadsheet circulated to Heads of
Department for action, via departmental staff meetings, to address specific concerns identified Anne Devlin/Heads of Department
The Director of Studies is compiling monthly faculty reports of plagiarism cases to raise awareness
with staff and facilitate targeted management of these.
The Director of Teaching and Learning is leading a faculty strategy via the learning and teaching
committee to address plagiarism within all pathways and programmes.
Module staff are required to address good academic practice in all faculty module guides from the
next semester, if not included already - all module leaders.
Turn-it-in is to be introduced to one module in all first year pathways as a learning tool by
September 2009 - Director of Learning and Teaching.
The Annual Monitoring Review Sub-Committee discussed the issue of plagiarism related to
international students and agreed to raise this at Faculty Board to consider if a faculty-based or
university strategy for managing this was most appropriate.
33
The Annual Monitoring Sub-Committee has been asked to comment on the implementation and
usefulness of Anglia Ruskin’s generic assessment criteria and marking standards. All reports had
commented on this as required. Assessment criteria and marking standards had been well
received by staff and students as a useful reference point but there was some difficulty, particularly
for students, in interpreting these in relation to their fields of study. The faculty response to this
was to work with students to develop an assessment criterion that utilised student friendly
language, which has been successfully piloted with the pre-registration nursing programme. This
will be adopted by a number of other programmes and evaluated over the next academic year.
5. Previous Year’s Action Plans and Readers Reports
All previous years’ action plans had been commented on appropriately within the Annual
Monitoring Reports and action taken as required or carried forward to 2008/2009.
No action was required by the reader on the majority of cases and, where issues were raised, the
reader had received an acceptable response prior to the Annual Monitoring Review SubCommittee meeting.
The qualities of the readers’ reports were improved this year with the inclusion of additional
narrative to offer feedback to the Annual Monitoring Report authors and support the development
of the overview report. It was noted that readers should clarify within their reports if they expected
a response form the Annual Monitoring Report author. The committee also suggested that the
Academic Office may consider greater correlation between the annual monitoring report, reader’s
report and overview reporting templates.
6. Future Action Plans
The majority of action plans had addressed the issues raised within the report and by externals. A
review of outstanding issues that were not addressed related mainly to faculty-wide issues that
could not be responded to within individual programmes; these have been identified in section 3 of
this report.
It was agreed that future action plans needed to strike a balance between addressing SMART
requirements and providing the correct focus on programme issues, and in general there needs to
be greater specificity and focus with clearly measurable action points within these action plans.
7. Examples of Good and Innovative Practice

Mental Health & Learning Disabilities: a project enabling people with learning
disabilities to access Solution Focused Brief Therapy

Radiography & Health Care Scientists: the use of multi-media within Web CT,
e.g. podcasts, e-presentations

Radiography & Health Care Scientists: Students setting their own worksheet
assessment questions that engage students in a deeper level of learning

Child & Family Health: Interprofessional Learning within Post Graduate
Certificate Medical Healthcare Education.

Social Policy, Advanced Practice & Regulation: The module ‘Preparing for
Employment in Social Policy’ aims to increase employability and is taught in
conjunction with Student Services.
34
8. Curriculum Efficiencies
Curriculum efficiencies were discussed in 6 of the 12 Annual Monitoring Reports and referred to
efficiency in relation to the introduction of more flexible learning strategies, and pathway
modification and re-approval. This limited reflection is probably because curriculum efficiency has
been a faculty-led project consisting of a major recoding of all modules and pathways and an
archiving of over 400 modules within the portfolio undertaken by the director of CPD. Curriculum
efficiency is reflected in the strategic aims of the faculty related to recruitment and flexible learning,
so will form an important part of future Annual Monitoring Reports.
9. Issues for Special Consideration in 2008/09
Pathway and programme teams should consider the following issues in 2008/09 and may be
required by Senate to report on these in next year’s annual monitoring process:
Action points in section 3:
Clarification in the use of assessment criteria which enables students to benefit from summative
assessment and feedback.
Facilitating good academic practice/management of plagiarism within their pathways.
Curriculum efficiencies in relation to their pathways and programmes
Evidenced innovative practice within their pathways and programmes
10. Outstanding Actions.
Responses to the readers’ reports have been received
One Annual Monitoring Report will be resubmitted, addressing issues identified by the reader
11. Conclusion
The following summary is presented in conclusion to the Annual Monitoring Sub-Committee:
(a)
That the process had been conducted effectively and staff had fully engaged
with the process at programme and faculty level, generally within the timeframe.
However, the process is generally rushed towards the end leaving little time for
quality issues to be addressed prior to submission. The Sub-Committee
recommended that the process should commence earlier in May/June with
formal distribution of papers from the Academic Office and staff development.
(b)
That the quality of the Annual Monitoring Reports was on the whole satisfactory
for the majority, with a few excellent examples. There were, however, a few
weak reports that required further attention.
(c)
That the quality of the statistical data, supported by local data, was generally
sufficient to meet requirements.
35
(d)
That this year’s Annual Monitoring Reports did not include deliveries at
collaborative partner institutions and therefore the use of the aide-memoire
could not be evaluated.
(e)
The Readers’ Reports were of a high quality and therefore helpfully supported
the annual monitoring process. An improvement overall on the previous year’s
reports was acknowledged.
(f)
The quality of the action plans was generally satisfactory but further staff
development is still required in a number of areas, particularly for those new to
the annual monitoring process.
(g)
To include curriculum efficiency as an ongoing faculty action plan. Staff, both
academic and administrative, have been identified within the faculty to maintain
an overview of the lists of pathways and modules, to ensure collaboration takes
place across all departments to maintain efficiency.
The Annual Monitoring Review Sub-Committee would recommend the following
amendments for future enhancement of the annual monitoring process:

The Sub-Committee recommended that a debate take place, between
representatives from the faculties and the Academic Office, on the presentation
of the annual monitoring report template and the readers’ report.
It was
considered to be more appropriate to start with the previous year’s action plan,
rather than the statistical information. This would help to provide an overview of
action that had taken place within the programme during the previous year and
inform all subsequent sections.

The Sub-Committee noted that the annual monitoring process is generally
rushed towards the end, leaving little time for quality issues to be addressed by
the faculty / department prior to submission of the Annual Monitoring Report.
The Sub-Committee recommended that the process should commence earlier in
May/June with formal distribution of papers from the Academic Office and staff
development to ensure earlier engagement with the process.
Anne Devlin
Associate Dean: Teaching, Learning and Quality
Faculty of Health & Social Care
March 2009
36
Appendix Six
The Senate
Committee Summary Report
Faculty of Science and Technology
Faculty Board Annual Monitoring Overview Report for 2007 2008
Committee Title:
Faculty Board Annual Monitoring Subcommittee
(Faculty of Science and Technology)
Parent Committee:
Faculty Board/Senate
Date of Meeting
26th January 2009
CONTENTS:
(from guidance notes)
1. Essential requirements
2. Statistical data
3. External examiners’ reports
4. Key issues, themes and trends
5. Previous year’s action plans and reader’s reports
6. Future action plans
7. Examples of good and innovative practice
8. Curriculum efficiencies
9. Issues for consideration during 2007/8
10. Outstanding actions
11. Comment on the effectiveness of the annual monitoring process and the operation of the
process itself. This may also include any recommendations for the future enhancement of
the process.
Appendix 1 – summary of outstanding actions arising from Readers’ Reports
37
1.
Essential Requirements
Key documents informing this report are the Reader’s Reports for the 2007 2008 annual monitoring
round, together with a summary of areas identified by external examiners where Anglia Ruskin
University’s academic standards may be at risk.
Annual Monitoring Reports (AMRs) which met the essential requirements were received from all
the Programmes in the Faculty:
(in alphabetical order by Programme title)
Animal & Environmental Biology
Architecture and Planning
Biomedical, Molecular and Sports Science
Computing (Chelmsford)
Computer Science (Cambridge)
Construction
Design & Engineering
Forensic Science & Chemistry
Ophthalmic Dispensing
Optometry & Optical Management
Psychology
Surveying
Technology
All Regional Partners provided appropriate and helpful information.
2.
Statistical data
All reports included and used as their main point of reference centrally produced statistical data.
Several AMRs and Readers’ Reports noted the quality and clarity of the centrally-produced data,
although where there has been significant change in the pathways within a programme (eg
Computing) the statistics included much redundant information.
Year by year comparisons were made in reports where the authors had access to this information
from their records. However the lack of such information in the basic statistics provided form
annual monitoring was lamented by some authors and readers. The AMR template does not
specifically encourage comparison of data on a year-on-year basis, however this is implied where
authors are invited to reflect on themes in continuation and retention. A minor change to the
statistical information in the main annual monitoring report might facilitate discussion of e.g. yearon-year trends in recruitment to specific pathways.
Some reports mentioned the problems associated with changing pathways and small pathway
cohorts. The Programme overview report was found to be helpful in providing a summary of the
performance of students on all pathways in the Programme particularly when the Programme
included many pathways which recruited small numbers of students.
The graduation statistics generally show good achievement of those students who complete with
honours degrees, however the proportion of students achieving lower awards and completing in
longer than the intended timescale is still of concern in some programmes. It remains difficult to
track students who have transferred internally onto another pathway, and this can contribute to
apparently poor retention/withdrawal rates when in fact the student has remained with the Faculty
or at least within Anglia Ruskin University.
3.
External examiners’ reports
For two programmes, external examiners identified areas where they considered Anglia Ruskin
University’s standards to be at risk in Computing and Biomedical, Molecular and Sports Science.
In Computing one external expressed concerns regarding the quality of the postgraduate
dissertations and in Sports Science there were concerns regarding the franchise arrangements
with SEEVIC. Both these issues have since been addressed. The computing course team are
38
conducting a complete review of the arrangements for delivery of the dissertation module. SEEVIC
has been subject to an Institutional Review the arrangements have been put in place including
changes in staffing and responsibilities.
In a small number of cases, issues raised by external examiners have not been followed up in the
SMART action plan for the programme. None of these represents a major cause for concern, but
nevertheless these omissions have been noted and action required
In some Programmes external examiners had concerns regarding the strict word limits. This was
generally in Programmes where multiphase assessments meant that individual elements of
assessment had low word limits. The procedures associated with multiphase assessment are
being reviewed. Some externals expressed concerns regarding the stringent rules on late
submission. The changes to the I-centre to make the submission times more student-friendly will
help to address these concerns.
Apart from these and some other specific concerns, external examiners were generally very
positive about curriculum delivery within S&T, and found much to praise in the various
programmes. Several external examiners praised the quality of feedback provided to students on
coursework. This is in contrast to the relatively poor satisfaction rating for feedback in the NSS.
Steps are being taken to ensure marked work is returned to students. The external examiners’
reports for 2007 2008 highlight a wide range of examples of achievement and good practice.
4.
Key issues, themes and trends
i.
Staffing
Staffing remains an issue in some areas, particularly for the pathways within the
Department of the Built Environment, where there is still heavy reliance on part-time staff.
However a significant number of new staff have been appointed to the Department of the
Built Environment during 2007/8 and staffing issues have been addressed.
ii.
Projects and Dissertations
The management and delivery of projects and dissertations within Computing and
Computer Science has been a concern to external examiners and the professional body.
This is being addressed within the new Department
iii.
Student experience at regional partners
Within Design and Engineering this has been a concern and there is evidence that action
has been taken and improvements made. There remain issues which relate to the delivery
and progress of students from SEEVIC college. Action has been taken and this will be
monitored. Consistency of standards in the delivery and assessment of modules which are
delivered at several locations, although not noted as a major issue, was a concern in more
than one report.
iv.
Specialist Space
Problems related to competition for specialist resources have been identified by two
Programme areas. Animal & Environmental Biology students have concerns regarding
access to specialist computing resources because of competition from general computer
usage in the Learning Resource Centre in Cambridge and Architecture students have
identified competition for access to specialist studio resources from general use classes. It
is hoped that the planned improvements in timetabling will see improvements in resource
allocation.
v.
Student achievement and satisfaction in large modules
Concern was expressed regarding the delivery of modules with large student numbers in
the Department of Built Environment. Action was proposed in the Programmes where this
is a problem and further details have been sought. The effectiveness of this action will be
39
monitored.
vi
Ethical Approval of Undergraduate Research Projects
The procedures for ethical approval for research were found to be unduly restrictive and it
was suggested that our University should consider devolving responsibility for ethical
approval to the Department where this was appropriate.
vii
Co-location of administrative staff with academic staff
Geographically remote Departments on the Cambridge Campus are keen that our
University consult with the Department when reviewing the location of admin support and
should consider co-location within the Department.
viii
Plagiarism and electronic submission of assessments
In response to the requirement to comment on recurring themes there was a re-iteration of
the request to move to electronic submission of assessment and electronic strategies for
reducing plagiarism. It is anticipated that our University will invest in systems to facilitate
this and progress will be made during 2008 9.
5.
Previous year’s action plans and reader’s reports
In nearly all areas, previous action plans and readers reports have been responded to
appropriately. Where action is outstanding this is being addressed
6.
Future action plans
Not all issues raised in AMRs or external examiners’ reports for 2007 2008 were carried forward
into the SMART action plans. Programme action plans will be amended as appropriate (Appendix
1).
7.
Examples of good and innovative practice
Across the Reader’s Reports and external examiners’ reports, a number of areas of good practice
and achievement were highlighted, both by internal reviewers and by external examiners.
These include:








field trips (Animal and Environmental Biology), site visits (Construction), international visits
(Architecture and Planning, Animal and Environmental Biology), collaborative work with
employers (Surveying)
“hands on” experience and live projects in the curriculum (Design and Engineering)
guest lectures from industry (Animal and Environmental Biology, Technology)
use of “real life” examples and problem solving in assessment (particularly in Built
Environment programmes)
innovative approaches to learning and teaching such as the use of podcasts, blogs,
discussion boards and multi-media web based learning aides (Computing, Design and
Engineering)
innovative assessment tasks which greatly reduce plagiarism (Forensic Science and
Chemistry)
external exhibitions/presentation of student work (Design and Engineering, Architecture and
Planning)
innovative approach to PDP and the development of transferable skills (Psychology)
Where appropriate, examples of good practice in learning and teaching will be disseminated more
widely within the Faculty; for example, the approach to the development of PDP and transferable
skills adopted in Psychology.
8.
Curriculum Efficiencies
There continues to be significant variation between and even within Departments with some
pathways and modules recruiting small numbers of students. Where this is an issue steps are
being taken to rationalise the provision and to maximise module enrolments. Computing and
40
Computer Science have experienced a sustained decline in recruitment which has only been
reversed with this year’s entry. The curriculum in these Programmes is under review. Similarly in
Housing and Planning steps have been taken to ensure efficient delivery. Other areas in the
Department of the Built Environment have very large cohorts and problems associated with the
management of these large numbers have been identified and are being addressed.
The
Department has been successful in recruiting a number of new full-time academic staff for the start
of 2008/9 academic year.
9.
Issue for consideration during 2008/9
Equivalence of Experience in Collaborative partnerships (regional and international)
Although not identified as a major area of concern this year, the expanding number of
collaborative partners requires robust procedures for moderation of assessments and
strategies for ensuring that all students have an equivalent experience.
10.
Outstanding actions
Outstanding actions arising from the 2007 2008 AMRs have been identified and are being
addressed (see Appendix).
11.
The effectiveness of the annual monitoring process and the operation of the process
itself.
In general, the annual monitoring process for S&T for 20072008 has gone well, with almost all
reports submitted in time and demonstrating careful reflection on the past year’s performance.
Where there were deliveries at multiple locations Reader’s found it helpful where action at
particular locations was clearly identified.
There are two areas where the Faculty would like to suggest enhancement of the current annual
monitoring process:
i.
Grid of Readers Reports issues:
The grid presentation of the Reader’s Report available to the Annual Monitoring SubCommittee was found to be extremely helpful. This grid could usefully replace the current
Reader’s Report
ii.
Timing of Annual Monitoring Sub-Committee
The Annual Monitoring Sub-Committee meets some time after the submission deadline for
the Reader’s Reports. This meeting could be moved to before Christmas to closely
coincide with the completion of the Reader’s Reports.
Chair:
Iain Brodie
( Associate Dean)
Date Approved by Chair:
Secretary:
Ellen Langford (Faculty QAO)
41
APPENDIX 1
Outstanding actions arising from Reader’s Reports
(from meeting of Faculty of Science and Technology annual monitoring subcommittee, held on 26th
January 2009)
1
Animal and Environmental Biology
No actions required
2
Architecture and Planning
No actions required
3
Biomedical, Molecular and Sports Science
No actions required
4
Construction
ACTIONS:
a. Add action to address the perceived overmarking of dissertation at the top end of the
scale.
5
Computing (Chelmsford)
No actions required
6
Computer Science (Cambridge)
ACTIONS:
a. Add action which indicates how the Programme will address the concern expressed
by the British Computing Society that there was insufficient engineering and
mathematical underpinning for CEng accreditation
7
Design and Engineering (Chelmsford)
No actions required
8
Forensic Science and Chemistry
ACTIONS:
a. Add action by the HoD to ensure that budget information is available to all staff.
b. Add action to ensure that errors in centrally recorded data are reported and
corrected.
c. Add action to monitor student satisfaction in relation to the range of module options
available
d.
Optometry and Optical Management
9
ACTIONS:
a. Ensure that Head of Department has signed AMR
b. Add HoD’s response to external examiners comments as an appendix
c. Add response to last years Reader’s Report as inclusion to the report
d. Add comment on action taken as a consequence of last year’s action plan
10
11
Ophthalmic Dispensing
ACTIONS:
a. Add action to monitor and respond to changes in ABDO validation models
Psychology
No actions required
42
12
Surveying
ACTIONS:
a. Add action by the Department to further support Part-time staff particularly where
they have significant responsibility for the delivery of modules with large student
numbers
b. Add action by the Department to enhance the student experience in modules which
recruit large student numbers.
c. Add action by the Department and L&T Advisor to address the need for extra
support for weaker student sin the field of IT
d. Clarify and update action plan for 07/08 to demonstrate that action has been
completed or carried forward.
13
Technology (Cambridge)
a. Add action by the Programme to re-enforce the advice given to students on Harvard
Referencing.
43
44
Appendix Seven
2007/8 Annual Institutional Review Report of Edexcel Licensed Centre BTEC
programmes
This annual Institutional Review Report (IRR) should relate to all BTEC programmes run as institutional awards under the Licence
Agreement
(in most cases this will mean Higher National programmes, but may also include BTEC level 4-7 Short Courses).
Please submit your IRR to Professor G N Roberts, the Edexcel University Chief Examiner (geoff.roberts1@tiscali.co.uk), to arrive
before the end of March 2009
Note that any of the following tables may be scrolled if necessary.
ADMINISTRATIVE AND PROGRAMME DETAILS
Centre: Anglia Ruskin University
Centre number: 16311
Review sent by: Sharon Simpson/Caroline Watts
Date of submitting IRR: ... March 2009
Position in institution: Institutional Quality Assurance Officer/Head of Quality Assurance E mail address:
Sharon.Simpson@anglia.ac.uk
Name of Committee/Board approving submission of the IRR: Academic Standards, Quality & Regulations Committee (ASQRC)
FOR EACH BTEC PROGRAMME RUN AT YOUR CENTRE, PLEASE GIVE:
Title of programme:
Notes:
1. Indicate with a * programmes that are also run at
partner institutions. Please do not include awards
data in this section for programmes run at partner
institutions
2. For integrated HNC/D programmes please indicate
HNC and HND awards separately eg. 12/21 for 12
HNC and 21 HND awards).
Number of
students
receiving award
in IRR period
Comments:
Please add comments as necessary. In particular:
 If no awards are made for any programmes
 This is the first cohort of a new programme
 The number of awards this session is
significantly different from previous years.
45
HNC Business Management*
HND Business Management* (180 credits)
HND Business Management* (240 credits)
HND Tourism Management (240 credits)
HNC Construction*
HND Civil Engineering (180 credits)
HND Civil Engineering (240 credits)
HND Construction and Design (180 credits)
HND Construction and Design (240 credits)
HND Construction Management* (180 credits)
HND Construction Management* (240 credits)
HNC Property and Surveying
HND Property and Surveying (180 credits)
HND Property and Surveying (240 credits)
HNC Surveying
HND Building Surveying (180 credits)
HND Building Surveying (240 credits)
HND Quantity Surveying (180 credits)
HND Quantity Surveying (240 credits)
HND Real Estate Management (180 credits)
HND Real Estate Management (240 credits)
HND Architectural Technology (180 credits)
HND Architectural Technology (240 credits)
HND Business Information Technology (180 credits)
HND Business Information Technology (240 credits)
HND Multimedia (180 credits)
HND Multimedia (240 credits)
HNC Computing
HND Computing* (180 credits)
HND Computing* (240 credits)
HNC Engineering*
HND Engineering* (180 credits)
HND Engineering* (240 credits)
HND Computer Aided Product Design (180 credits)
HND Computer Aided Visualisation (240 credits)
HNC Electronics
HND Electronics (180 credits)
HND Electronics (240 credits)
HND Audio and Music Technology (180 credits)
HND Audio and Music Technology (240 credits)
HND Internet Management and Web Design (240 credits)
HND New Media Production Technology (240 credits)
HND Sustainable Design and Innovation (240 credits)
4
9
0
0
4
13
0
3
0
20
0
2
19
0
3
2
0
8
0
5
0
2
0
2
0
1
0
3
11
0
20
14
0
2
0
1
6
0
4
0
0
0
0
First intake
First intake
First intake
First intake
First intake
First intake
First intake
First intake
First intake
First intake
First intake
First intake
First intake
First intake
First intake
First intake
First
First
First
First
intake
intake
intake
intake
180 credit HNDs to be completed by September
2011
FOR EACH BTEC PROGRAMME DELIVERED BY A COLLABORATIVE PARTNER CENTRE, PLEASE GIVE:
Partner institution
Title(s) of programme(s) run at institution
Cambridge Regional College
HNC Construction
HND Construction Management (180 credits)
HND Construction Management (240 credits)
College of West Anglia (COWA), (University Centre,
King’s Lynn)
HNC Business Management
HND Business Management (240 credits)
HND Computing (180 credits)
HND Computing (240 credits)
HNC Engineering
Number of
students
receiving award
in IRR period
18
0
0
13
0
0
0
9
0
46
Comments:
First intake
First intake
First intake
Huntingdonshire Regional College
HND Computing (180 credits)
HND Computing (240 credits)
HNC Engineering
HND Engineering (180 credits)
HND Engineering (240 credits)
Peterborough Regional College (University Centre,
Peterborough)
HNC Business Management
HND Business Management (180 credits)
HND Business Management (240 credits)
HND Engineering (180 credits)
HND Engineering (240 credits)
Thurrock & Basildon College
HND Engineering (240 credits)
HND Textiles with Fashion (180 credits)
0
12
0
0
First intake
First intake
5
0
0
4
0
First intake
First intake
0
19
First intake
Student completed in 2006, APEL issues delayed
award
1
West Suffolk College
HND Engineering (180 credits)
ANNUAL REVIEW OF BTEC PROGRAMMES
1 ACADEMIC STANDARDS AND ASSESSMENT
Do the External Examiners for each programme covered by the Licence Agreement confirm that the standards set are appropriate
for the level of the qualifications?
YES
If this is not the case for any programme give details here and refer to Section 5 if appropriate.
N/A
2 ACADEMIC STANDARDS AND STUDENT PERFORMANCE
Do the External Examiners for each programme covered by the Licence Agreement confirm that the standard of student
performance is at a level appropriate for the programme they have studied?
YES
If this is not the case for any programme give details here and refer to Section 5 if appropriate.
N/A
3 QUALITY ASSURANCE PROCESS FOR BTEC PROGRAMMES
Describe briefly how the institutional quality assurance processes used for producing this report
provide an effective focus on the programmes covered by this review and ensure consistency of
practice across all programmes. (Include the procedures in place for franchise programmes,
where relevant). If this focus is apparent from your published quality assurance review and
monitoring procedures, simply attach these procedures to the Review (or provide an electronic
link to them).
Please see the attached extract (pages 15 to 18) from the Anglia Ruskin University Senate Code of
Practice on the Approval, Annual Monitoring and Periodic Review of Taught Pathways, Procedural
Document for 2008/09.
The standard template for the Annual Monitoring Report, which is completed at ‘Programme’ (Anglia
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Ruskin definition relating to our University’s curriculum management structure +) level, lists the pathways
covered within the report and contains a section where report authors are asked to comment on any
issues relating specifically to Edexcel awards.
4 SIGNIFICANT CHANGES AND ENHANCEMENTS
Provide information on any significant changes in provision this session, such as newly validated Higher National programmes, BTEC
level 4-7 Short Courses, changes in franchise position, cessation of programmes, etc. Also, any enhancements to individual
programmes you wish to report.
Following the revision of the Licence Agreement which became operational from 2007/08, Anglia Ruskin
re-aligned its HND provision from 180 to 240 credits. This took place during 2007/08 and the first intakes
to our University’s 240-credit HNDs occurred in 2008/09. Transitional arrangements are in place for those
students who have yet to complete the 180-credit awards on which they were already registered. All 180credit HNs must be completed by September 2011.
5 TRENDS, FUTURE PLANS AND LOCAL INITIATIVES
Outline any trends (what’s increasing, what’s declining), future plans (short-term/long-term) and local initiatives for HIgher
National programmes and BTEC level 4-7 Short Courses
ARU's Corporate Plan 2009-2011 includes the following objective 'We are champions of employer and
community engagement' and the expectation to have recruited an additional 1000 students studying in the
workplace by 2011. In order to aid achievement of this target, Anglia Ruskin is developing a number of
new Foundation Degrees that will replace existing HN awards as we view this type of provision as being
more attractive to employers and capable of delivering the flexibility required to meet their needs.
6 MAJOR ISSUES
Summarise the situation over any major issues with regard to the BTEC programmes, including issues that have arisen from
External Examiners’ reports and with respect to student experience (including teaching and learning resources and issues from
programme committees):

unresolved issues raised in previous session(s): action taken

new issues and action planned to resolve them: where possible, state where the responsibility lies for action and give a time
scale.
Note: Only major issues which result in significant action(s) need to be included here
As indicated in the University Chief Examiner’s Annual Report on 2006/07 delivery, previous comments
have related to minor observations rather than major issues. Issues referred to in last year’s report
included a response and actions taken to address them and have not therefore been carried forward to
the current report.
There are no major issues to report for 2007/08 delivery.
7 GOOD PRACTICE
Give any examples of good practice at institutional level in relation to BTEC programmes that you wish to draw to the attention of
Edexcel, including examples of good practice raised by External Examiners, and Internal and External Reviews of BTEC programmes.
Examples of good practice are identified at ‘Programme’ (+Anglia Ruskin definition) level. As Anglia
Ruskin operates a modular scheme, examples of good practice may be a feature of a module relating to
more than one pathway. Examples of good practice do not therefore identify individual pathways from
which the examples are drawn. Examples of good practice, drawn from across our University’s provision,
are included in a Summary Report at the culmination of the annual monitoring process (see para…of
attached extract in response to section 3 above). Once endorsed by the Senate, such examples are
disseminated to our University and wider community and will be available after the Senate meets on 22 nd
April 2009.
In addition to encouraging annual monitoring report authors to cite examples of good practice within the
Programme, authors are invited to provide details of commendable and/or significant achievement. Our
University is pleased to report that a student from the HND Civil Engineering course was nominated for
the Institute of Structural Engineers regional prize and won.
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8 OTHER COMMENTS
Mention any points you may wish to make that would not otherwise be covered in the report. If you have received any relevant
(non-confidential) reports during the year from bodies external to your institution (eg. QAA Academic Review or IQER engagements,
Professional Accreditation reports, etc.), use this Section to make any comments, or to provide a reference to such reports.
During the academic year 2007/08, the College of West Anglia (COWA, University Centre, King’s Lynn),
Cambridge Regional College and Huntingdonshire Regional College have all been the subject of IQER
engagements. However, in each case the confirmed report has yet to be published.
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