Approved
UNIVERSITY OF ESSEX
EDUCATION COMMITTEE
Wednesday 12 February 2014
2pm –3.30pm
MINUTES
(Unreserved)
Chair
Professor Jane Wright
Present
Dr Andrews, Ms Berntsen, Ms Fisher, Dr Luther, Professor Main, Mr McAuliffe, Dr
Micklewright, Ms Padurariu, Mr Potter, Professor Underwood
Apologies
Professor Fox O’Mahony, Ms Houlihan, Professor Landman, Professor Norval, Dr
Penman
Secretary
Mr Stock
In attendance
Ms Earle, Ms Fletcher, Mrs Nixon
BUSINESS TAKEN WITHOUT DISCUSSION
Approved
Without discussion, those items not already starred on the agenda or indicated
at the meeting
EC/01/14
MINUTES FROM THE MEETING HELD ON 18 DECEMBER 2013
(EC/14/01)
Approved
EC/02/14
MATTERS ARISING FROM THE MINUTES
Noted
The Committee noted that the work in relation to the University’s assessment
strategy to develop a set of principles for implementation at Essex regarding
module level assessment had started. Proposals would be submitted to the
Education Committee before the end of the 2013-14 academic year.
EC/03/14
REPORT ON CHAIR’S ACTION (EC/14/02)
Noted
EC/04/14
PLACEMENT AND WORK-BASED LEARNING
Noted
Professor Wright reported that work was under way to ensure the regulatory
frameworks were in place to support the effective development of placement
and work-based learning. It was noted that the Director of Employability was
co-ordinating this work, working closely with Faculties and Departments and
that Senate and its sub-committees would maintain oversight in accordance
with the terms of reference and standard quality assurance processes.
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EC/05/14
EDUCATION ACTION PLAN 2013-14: PROGRESS REPORT(EC/14/03)
Received
An updated version of the Education Action Plan 2013-14, which included
detail on progress to date and timescales for the delivery of each item in the
Plan.
EC/06/14
Noted
There was discussion about the planned undergraduate Curriculum Review
and the extent to which the review would be phased or implemented across all
courses at the same time. The Committee noted that the review would begin
following the approval of the Education Strategy, the final version of which
would be submitted to Senate in April 2014. It was expected that Departments
would then start the review work during the summer term with a view to
completion in February 2015 to enable the new curricula to be taught from
2015-16 onwards, noting the need to ensure effective scrutiny and alignment
with the administrative processes that supported implementation. It was also
noted that the most significant aspect of the review would be the introduction of
the research project, which was envisaged to be a ‘capstone’ piece of work,
the skills for which would be developed over the whole period of study. On this
basis, it was expected that the new curricula would be available to new
students registering in 2015-16. The Committee agreed that flexibility would be
required where appropriate to reduce duplication of effort when undertaking the
Curriculum Review, specifically within the context of Periodic Review where it
may be unnecessary to review a course that would be subject to Periodic
Review the following year.
EC/07/14
EQUALITY AND DIVERSITY ANALYSIS (EC/14/04)
Received
A discussion paper prepared by the Secretary to enable the Education
Committee to agree how it wishes to discharge its responsibilities in relation to
equality and diversity. The paper set out proposals on a way forward and
raised a set of questions for the Committee to consider.
EC/08/14
Noted
The Committee noted that the establishment of the Education Committee with
a clear remit for matters relating to equality and diversity was an opportunity to
improve on previous practice in this area and to agree a new way forward that
focused on the institutional commitment to excellence in education and the
need to ensure effective and meaningful scrutiny by the most appropriate
members of the University.
EC/09/14
The Committee agreed that proper statistical analysis was required to enable
the identification of statistically significant trends and issues, which could then
be explored further as appropriate. Multivariate or Chi-squared analysis was
noted as a possible appropriate method for presenting these data to the
Committee.
EC/10/14
It was agreed that the Committee’s role was to ensure that there were no
barriers to students being accepted to study at the University or to achieving
their full potential during their studies. The important links were noted between
the consideration of equality and diversity-related data and student retention
and success, curriculum development and the preparation of assessment
strategies. In particular, there was a need for there to be as broad a range of
assessment as possible to ensure no student was disadvantaged or favoured
because of their background.
EC/11/14
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Resolved
Committee members noted that Departments needed to be resourced properly
to ensure action could be taken to address issues identified by the analysis of
data relating to equality and diversity. Raising staff awareness of equality and
diversity generally was also acknowledged as an important part of the
University’s work to remove barriers.
EC/12/14
(1) That, at its first spring term meeting each year, the Education Committee
should consider equality and diversity data and analysis to enable the
Committee to (i) request further information from Departments on any trends
identified; (ii) consider departmental responses at the following meeting of the
Committee with a view to the Committee making recommendations as
appropriate to Executive Deans for action, (iii) request that Departments
consider any trends and issues identified by the Committee as part of the
subsequent autumn term planning round, with a view to agreeing any required
action and then report on progress to the Education Committee as appropriate;
and (iv) agree and make recommendations to Senate as appropriate about
institutional level changes relating to Education policy and strategy.
EC/13/14
(2) That the initial data considered by the Education Committee each year
should be presented at departmental level along with statistical analysis and
should cover:
EC/14/14




the characteristics of the overall student body to enable comparison
undergraduate, postgraduate taught and postgraduate research
students, broken down by these categories
data on student progression, student achievement, destination of
leavers and student withdrawals, broken down by all protected
characteristics for which data are collected
in relation to admissions, accepted and rejected applicants by all
protected characteristics for which data are collected
(3) That, for consideration of data relating to the 2012-13 academic year, the
Education Committee should request to receive as far as possible within the
timescale, departmental data as described above for consideration at the
March 2014 meeting.
EC/15/14
(4) That Learning and Development should note the links between analysis of
equality and diversity data, curriculum development and the preparation of
assessment strategies and should prepare appropriate advice for
Departments, which would inform the review of assessment that takes place
pursuant to the forthcoming curriculum review.
EC/16/14
(5) That the Committee should receive an update at its June 2014 meeting in
relation to the actions agreed following the consideration by Senate in April
2012 of the paper on Undergraduate Student Retention, Progression and
Success.
EC/17/14
REPORTS FROM EDUCATION COMMITTEE SUB-COMMITTEES
ACADEMIC QUALITY AND STANDARDS COMMITTEE (EC/14/05)
Noted
EC/18/14
PARTNERSHIPS EDUCATION COMMITTEE (EC/14/06)
Noted
EC/19/14
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PROPOSED CHANGES TO THE RULES OF ASSESSMENT (EC/14/07)
Noted
EC/20/14
FACULTY REVIEW OF MODULES WITH LOW ENROLMENT NUMBERS
(EC/14/08)
Noted
EC/21/14
STUDENT SATISFACTION SURVEY ACTION PLAN: STUDENTS’ UNION
(EC/14/09)
Noted
EC/22/14
REVISED TEACHING AND LEARNING INNOVATION FUND (TALIF) MODEL
(EC/14/10)
Noted
The Committee agreed that it was important to ensure that the proposed
revised model did not limit the staff available to consider applications and
agreed revised wording to reflect this aspect.
EC/23/14
Resolved
That the wording of the proposed revised TALIF model be amended as follows:
EC/24/14
It is proposed that we adopt a system of assessment similar to that used
successfully to evaluate CADENZA applications for professional recognition. In
other words, TALIF applications are sent to two assessors/readers (normally
former TALIF holders), who write a short report/fill out a short form which
information is then collated by Learning and Development in preparation for a
panel meeting of the three Deputy Deans (Education) or nominee and the
TALIF co-ordinator from Learning and Development. This panel will then send
forward notification of awards to the Education Committee.
REVIEW OF STUDENT ASSESSMENT OF MODULES AND TEACHING: TERMS OF
REFERENCE (EC/14/11)
Noted
The Committee discussed the membership of the proposed Task and Finish
Group, which would be chaired by Professor Roderick Main (Deputy Dean
(Education), Social Sciences). It was agreed that, as the focus of the Group’s
work was related to quality assurance matters, it was not necessary to include
a member of the Human Resources team in the membership. Relevant staff
could be co-opted if necessary. The Committee noted that a member of the
University and Colleges Union (UCU) had also been asked to join the Group.
EC/25/14
Resolved
That the membership be approved as set out in paper EC/14/11 and, in
addition, should include a member of UCU.
EC/26/14
ANY OTHER BUSINESS
None
EC/27/14
Richard Stock, Deputy Academic Registrar
Secretary, Education Committee
Academic Section
12 February 2014
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