GUIDANCE NOTES FOR ANNUAL MONITORING OF 2015-16 TAUGHT PROVISION
Notes on the process and completion of the template
1.
Preamble
1.1
Annual monitoring should be seen as an opportunity to reflect on the teaching and learning
which has taken place in the previous academic year. It should recognise successes but also be
open and honest about the challenges faced and resolved; those that remain unresolved and
how they might be tackled.
1.2
Annual monitoring is not a ‘resource wish list’. Whilst it is recognised that resources can impact
on the success of a year there are other routes by which these should be addressed. When
reports are lodged with the faculty, the Faculty Management Team will work with the relevant
university department to resolve any resource issues which relate to the university campus.
1.3
Reports should consider both quality and standards and should engage as many members of the
faculty/partner as possible and include students by way of the module monitoring forms, Course
Management Committee minutes and formal student surveys. They should be evaluative and
reflective, sharing experiences and good practice. They should confirm that matters identified
internally and externally have been addressed and acted upon where necessary.
1.4
The templates for reports have been designed to inform academic reviews, maximising the use
of the same information and minimising unnecessary effort. Report authors should therefore
think about how annual monitoring reports can build in evidence to populate a review selfevaluation template.
1.5
The templates for reports have also been designed to incorporate the faculty’s formal response
to student survey data.
1.6
Reports should be short and concise (ideally in bullet-points) and should identify good practice
and matters that award teams need to evolve / develop / change, in order to maintain / enhance
the student experience. Drawn together over a review period the annual monitoring reports
should provide a direct evidence base for a subject review and at best allow the review Self
Evaluation Document to be a summary of those reports.
1.7
When completed, reports should be submitted to the relevant Head of School or Academic
Group Lead for AM1 and to the relevant Associate Dean Partnerships or Faculty Partnership
Manager for AM2 for approval before final submission to the Faculty Office.
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2.
Report Template
2.1
All taught undergraduate and postgraduate awards should be monitored through completion of
an annual monitoring report. This should include Level 3 Foundation Programmes.
2.2
There are two report templates. AM1 is designed for awards being delivered by University staff,
either on University premises or at other premises or by distance learning. AM2 is designed for
awards being delivered by Partner staff, and this should be completed by the Partner with input
from the Programme Advisor. If an award is delivered jointly by the university and the partner
an AM2 form should be used.
2.3
Where an award is closing (not continuing to recruit) the expectation is that the template will still
be completed and the action plan should consider what mechanisms need to be in place to
support students.
2.4
Where issues are highlighted which require action to be taken, this action should be listed in the
action row at the end of each section and then all actions collated on the action plan at the end
of the template. If there are no actions to be carried out you can simply write ‘no action
required’. There is no expectation that there must be an action for each section.
2.5
Section 1: Authorship
This section should note the host faculty and, for AM2, the name of the collaborative partner
involved in delivery. It should also list the names of all authors.
2.6
Section 2: The Provision being monitored
There are five columns in this section.
1. The first column should list all awards being monitored on the template. This should include
the type of award (eg BA English, Certificate in Counselling). Awards should be grouped in
clusters as appropriate.
2. The second column should note the mode of study which should be either blended learning
(BL), distance learning (DL) or face to face (F2F).
3. The third column on AM1 is for the site of delivery to be noted. This may be one of the
University campuses or it may be an off-site venue.
4. The fourth column is only completed if there are any professional bodies who accredit the
awards.
5. The fifth column is the means of noting which course have closed recruitment.
6. For the AM2 the sixth column is for the type of collaboration. This should be franchise,
validation, joint, dual or quality assured.
2.7
Section 3: Module Monitoring
You should note here if any module monitoring forms are missing, and any issues which have
been raised about particular modules.
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2.8
Section 4: External Examiners
This section is just to list the names of the Award External Examiners who moderate the
provision and whether or not their reports have been received and your responses drafted.
Their comments should be addressed in sections 7 and 8. Their reports with your draft
responses to them should also be appended to the annual monitoring report and the
responses will be considered for approval at the Faculty Panel Meetings.
2.9
Section 5: Action Plan from the previous year
The action plan from the previous year should be appended to the form with the progress
column completed to record what action has been taken. If actions are being carried forward
they should appear on the new action plan in Section 12 (for AM1) and Section 14 (for AM2). If a
new award is being monitored there will be no action plan from the previous year.
2.10
Section 6: Student Experience
This section is for you to comment on the key strengths and weaknesses highlighted by students
in student survey data and in Course Management Committees:
National Student Survey (NSS) – for final year undergraduate students. NB This is only available
for awards which are over one year in length.
Student Viewfinder Survey (SVS) – for continuing undergraduate students at the University.
Postgraduate Taught Experience Survey (PTES) – for postgraduate awards. NB This is a generic
survey not by award.
Collaborative partners (especially international partners) – please note that you will not always
be able to access the NSS and PTES so you will need to use data from your own student surveys.
2.11
Section 7: Academic Standards
There are a number of sub-sections in this section and these should be completed with a series
of statements (ideally in bullet points). For each statement please note the source of
evidence/information in the right hand column and cross-reference the issues you highlight for
action by numbering them and carrying them forward to the Action Plan in Section 12 (for AM1)
or Section 14 (for AM2). This section in particular should include reference to comments made
by External Examiners regarding the appropriateness of standards for the level of the award.
7.1
Curriculum Design and Development
You should reflect here on how far the award structure and the combination of modules
are still fit for purpose. Have specific modules been praised for what they bring to the
award? Are there modules which are problematic or dated? Have you had to / do you
intend to do a major revamp of the content of any modules? Have you had to / do you
intend to replace any modules in the award structure or change the balance of cores and
options? Have you introduced / do you intend to introduce any particularly innovative
practice into the curriculum?
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2.12
7.2
Aims and Learning Outcomes
You should reflect here on how far the aims and the learning outcomes are still fit for
purpose. Have your external reference points changed? Have they been praised
specifically? Have you changed them or do you need to change them?
7.3
Assessment Process
You should reflect here on how far the suite of assessments enables students to
demonstrate and attain the award outcomes. Are the criteria for assessment clear and
appropriate? Is the process of assessment robust and fair? Are marking standards
appropriate and comparable with similar awards in other HEIs or for professional
accrediting bodies?
Section 8: Quality of Learning Opportunities
There are a number of sub-sections in this section and these should list a series of statements
(ideally in bullet points). For each statement please note the source of evidence/information in
the right hand column and cross-reference the issues you highlight for action by numbering them
and carrying them forward to the Action Plan in Section 12 (AM1) /Section 14 (AM2). These are
the types of things to consider:
8.1
Teaching, Learning and Assessment (TLA)
You should reflect here on whether the practice and approach of the TLA is still fit for
purpose. Have elements of TLA been praised specifically? Have you changed or do you
intend to change TLA strategies and practice either on specific modules or across the
award? Possible areas of discussion might include: Is the balance of class contact,
directed study, and independent learning appropriate? Is formative and summative
assessment feedback / feed-forward effective? Is the research informed teaching /
learning approach being embedded in the broad TLA strategy?
8.2
Inclusive learning
You should reflect on the extent to which the curriculum content, teaching and
assessment methods and learning resources have been aligned to the needs of all
students, taking into consideration their age, gender, abilities, cultural background and
previous educational experience. For example, what changes have been made to ensure
that the different learning preferences of students are taken into account when planning
the teaching on every module on the award? Is there a choice of assessment methods on
any of the modules and/or has the assessment across the whole award been reviewed to
ensure that there are a range of assessment methods in use? To what extent are the
handbooks, handouts, power-point slides and other learning resources routinely
reviewed to see if they reflect and value the contributions and achievements of all
students through language and images?
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8.3
Engagement with Employers
You should reflect here on engagement with employers. What input have they made to
the award and how has this informed and enriched the curriculum? NB Employers do not
need to be listed at this point – this should be done in the Appendix.
8.4
Placement and Work-based Learning
You should reflect here on issues which have arisen relating to placements or work-based
learning. These may be good practice or they may be areas for development. If the
awards being monitored have no placement or work-based learning please write ‘not
applicable’. Where placement learning forms a significant part of an award/groups of
awards, the faculty may wish to add further bespoke questions to the template.
8.5
Technology Enhanced Learning (TEL)
You should reflect here on whether technology supported learning has been
appropriately utilised? What developments have been or will be made to enhance or
extend this mode of learning. For awards which are delivered by blended or distance
learning, this section will be a comprehensive reflection of the delivery method.
8.6
Student Support
You should reflect here on whether academic support systems are providing the
opportunities for students to develop their skills and attributes. How effective are the
student induction, personal tutoring arrangements, mentoring and other support
arrangements. Are those opportunities inclusive? Are there examples of good practices?
Have any new practices / initiatives been introduced? What are the plans for future
development?
8.7
Learning Resources: Staff Development
You should reflect here on how far staff development has impacted on the quality of
teaching, learning and assessment. What are the priorities for staff development for the
future? Has the balance of the staff profile changed or likely to change and are there any
award implications?
8.8
Learning Resources: Physical Resources
You should reflect here on how far physical learning resources are still fit for purpose. Are
academic learning materials appropriate for the successful delivery of the awards? What
new investments / strategies have happened or need to happen? Are there areas which
need further consideration by the Faculty Management Team working with University
Services, or for partners are there areas which need further consideration by the College
or the Organisation’s Executive members?
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8.9
2.13
2.14
Quality Enhancement Theme
The theme to be commented on for 2015/16 is personal tutoring. You should therefore
reflect here on the effectiveness of your courses’ personal tutoring strategy, using the
prompts as a guide to your reflection:
Section 9: Data Analysis
For these sub-sections you will need to use statistical information provided by Corporate
Information (for on-site and UK partners). This information will be passed to Course Leaders and
will include two years’ of data presented on a ‘dashboard’. Please note that this data will only be
accurate on the time the report was run.
9.1
Student Enrolment
You should reflect here on any noticeable trends in student enrolment. What do you feel
are the reasons for these trends in the enrolment situation? Is the student cohort profile
changing – could this have award implications?
9.2
Student Retention
You should reflect here on the retention rates. Are they appropriate? How are they
being managed? What initiatives are you introducing to address any issues? Where the
information is known you may wish to comment on types/patterns of withdrawal.
9.3
Student Progression
You should reflect here on progression rates. Are they appropriate? How are they being
managed? What initiatives are you introducing to address any issues?
9.4
Student Achievement
You should reflect here on overall student achievement. Is award achievement healthy?
Are there any trends? What can you observe about the spread of classifications? How
does achievement this year compare to previous years? Are there particular
modules/aspects of the provision where performance has been notably good/ poor?
9.5
Employability
You should reflect here on the progression of graduates into employment or higher levels
of study within 6 months of graduating.
Section 10: Staffordshire Graduate Attributes
This section is for you to reflect on how successfully the Staffordshire Graduate Attributes have
been embedded into the curriculum, and how this has contributed to student performance.
You should comment on each attribute, and you should consider how the team is planning to
develop the attributes further.
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2.15
Section 11 (AM2 only): Partnership Liaison
This is an additional section on the report template for provision delivered by collaborative
partners. It should be used to note issues around liaison between the University and the Partner
(these could be areas of difficulty or areas of good practice). There is a sub-section for the
University and a sub-section for the Partner. It is anticipated that the Programme Advisor will
complete the sub-section for the University.
2.16
Section 12 (AM2 only): Programme Advisor Visits and Reports
This is an additional section on the report template for provision delivered by collaborative
partners. It should be used to list the name(s) of the Programme Advisor(s); the date they made
their visits (there should be a minimum of two visits per year for overseas partners and one visit
per year for UK partners); and confirmation that the report is appended.
2.17
Section 11 (AM1) or Section 13 (AM2): Summary of issues highlighted by annual monitoring
Please list the top three priorities for action (these will be action taken from the action plan for
either the delivery team or the faculty or partner) and the top three successes (these will be
areas where enhancement has taken place).
2.18
Section 12 (AM1) or Section 14 (AM2): Action Plan for the forthcoming academic year
This section should list all actions referenced in earlier sections, and any actions carried forward
from the previous year (Section 5). Each action should be designated to either the Delivery Team
or the Faculty Management Team (in liaison with University Services), or (for AM2) the
collaborative partner. Actions should be cross-referenced by an action number and should note
the section number where it was raised. Actions should be specific and achievable. Actions
which are part of routine operation or are on-going should not be listed. The indicator of success
will be the source of evidence used to judge success and this may well be the same source of
evidence which was used to highlight that action was needed. The progress column is for you to
complete over the course of the year (or this year if progress has already been made).
2.19
Appendix: Engagement with Employers
This section should be used to list the employers who have engaged with the award and the
nature of that engagement. The nature could be a guest lecture, provision of a placement,
provision of a live project etc. If a very large number of employers are utilised in an award it may
be more appropriate to group them rather than listing them all.
3.
Collaborations
3.1
An individual template should be completed for each collaborative partner delivering a
University award, even in the case of awards which might run with multiple partners. Partners
should use template AM2.
3.2
The template should be authored by the partner with guidance from the Programme Advisor.
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3.3
Programme Advisor Reports should be appended to the Annual Monitoring Report and should be
referenced within it.
3.4
The Programme Advisor should initiate the exercise by completing the information required for
Sections 2, 3, 4, 5, and 12 of the form and by adding information to Sections 6 to 11, and then
forwarding it to partners. Once the final version of the report has been agreed by the partner
and the Programme Advisor it can be submitted to the Associate Dean Partnerships / Academic
Partnership Manager.
3.5
Partners should be encouraged to attend the relevant Faculty annual monitoring meeting(s)
where possible. This will need to be by Skype/Video-Conference for overseas partners.
3.6
Where awards run at multiple sites, the Faculty is not required to produce an overarching
written report but the Faculty Panel meeting should ensure that it draws out the key themes
regarding delivery across all locations, and record these in the minutes.
3.7
Awards at Overseas partners which are quality assured by Staffordshire University must also be
included in the Staffordshire University annual monitoring process. Reports for these awards
should primarily be completed by the partner and can either be on the Staffordshire University
(AM2) template or on the partner’s own template, provided that template covers the
comparable areas which are considered on the Staffordshire University template and it has been
approved by QES.
3.8
Overseas partners who deliver dual awards must ensure that these awards are reviewed either
through the Staffordshire University process or through their own process (providing that this
addresses all the issues covered by the Staffordshire University process and has been approved
for use by QES).
4.
University Rapporteurs
4.1
Each Faculty will be asked to provide to QES the names of academic staff who are willing to act
as rapporteurs to other Faculties.
4.2
Faculties should ensure that rapporteurs are fully engaged in the process and are provided with
enough evidence to write a Rapporteur Report.
4.3
Rapporteurs will be invited to attend the Quality Committee where their reports are considered.
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5.
Actions which require the Faculty to work with University Services
5.1
Actions which require the Faculty to work with University Services should be included in the
Faculty Actions.
6.
Scrutiny of Reports
6.1
The faculty should arrange for reports to be scrutinised by a faculty panel which should be
chaired by the Associate Dean for Learning and Teaching (or nominee) and as a minimum should
include two other members of the faculty (to ideally include the Head of School, Academic Group
Lead or Academic Quality Manager); a member of QES; the University Rapporteur(s); and for
collaborations, the Partnership Manager. A student representative (either a student union
officer or the Faculty Quality Committee representative) should also be invited to attend the
panel meeting. Faculties may wish to ask authors of more complex non-standard provision to
provide a coversheet which explains how the awards work. This would be helpful to those panel
members not familiar with the provision.
6.2
The expectation is that authors of reports will attend the panel meetings to present their reports.
Panels which are considering collaborative provision should therefore invite partners to join the
discussion of their reports (either in person if in the UK or by Skype/Video Conference if
overseas).
6.3
Following the Faculty meetings, the Associate Dean for Learning and Teaching should complete a
Faculty Evaluation and Action Record (which is an evaluation of the process and the issues
discussed, a composite list of the Faculty actions listed on all the individual reports, and a
summary of the key themes arising). The areas of good practice listed under the key themes
should be specific examples which can be shared or show-cased with other faculties as part of
the University’s enhancement agenda. The template for this document is on the QES website.
6.4
The Faculty Action Record should be forwarded to the Rapporteurs so that they can note this on
their Rapporteur Reports.
6.5
Rapporteur Reports should then be forwarded to the Faculty for the Faculty’s approval. If the
Faculty is concerned about the accuracy of the content, they should discuss this with the
Rapporteur.
6.6
The Faculty should forward to QES the Rapporteur Reports, and the Faculty Evaluation and
Action Plan.
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7.
Quality Committee
The University Quality Committee will consider the Faculty Evaluation and Action Plans, and the
Rapporteur Reports from each Faculty with Rapporteurs present to introduce their reports. The
Action Plans will then be received again by Quality Committee mid-year to monitor progress.
Faculty Action Plans should be monitored by Faculty Quality Committees at each meeting.
8.
Timetable for 2015-16 Provision
8.1
April 2016
AM report templates and AM process to be finalised.
ADLTs to forward to QES names of rapporteurs from their faculty. QES will then allocate the
rapporteurs to other faculties.
8.2
May 2016
Award clusters to be agreed and confirmed with QES.
Faculties to set panel meeting dates (to take place in November).
Faculties to notify collaborative partners of process and dates.
8.3
June - September 2016
AM reports can be written and shared with colleagues.
Annual Monitoring / Rapporteur Briefing Sessions to be held.
8.4
October 2016
AM Reports to be submitted to the Faculty Office by Monday 31 October 2016.
These should have been approved by Heads of School/ Academic Group Lead for on-site
provision and by Associate Dean Partnerships/ Academic Partnership Manager for collaborative
provision prior to submission.
8.5
November 2016
Panel Meetings take place.
8.6
December 2016
Faculty Evaluation & Action Records and Rapporteur Reports to be submitted to QES by
Thursday 8 December 2016. University consideration of these will then take place at Quality
Committee on Friday 16 December 2016. Rapporteurs will join this meeting to present their
reports.
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