Unapproved
UNIVERSITY OF ESSEX
EDUCATION COMMITTEE
Wednesday 9 December 2015
2pm to 5.15pm
MINUTES
(Unreserved)
Chair
Professor Aletta Norval
Present
Eigaude Bertasiute, Karen Bush, Adrian Chira, Osei Downes, Professor
Hawkins, Professor Fox O’Mahony, Ruairi Hipkin, Dr Luther, Andrew McIntosh,
Professor Main, Stephen McAuliffe, Dr Micklewright, Dr Penman, Professor
Pevalin, Professor Underwood, Cathy Walsh
Apologies
Dr Andrews
Secretary
Richard Stock
In
attendance
Claire Nixon, Maxwell Stevenson, Rachel Fletcher (from 3pm), Dave Stanbury
(from 3pm), Linda Hanna (from 3pm)
EDUCATION COMMITTEE – MEMBERSHIP AND TERMS OF REFERENCE 2015-16
(EC/15/70)
Noted
EC/201/15
BUSINESS TAKEN WITHOUT DISCUSSION
Approved
Without discussion, those items not already starred on the agenda or
indicated at the meeting
EC/202/15
MINUTES FROM THE MEETING HELD ON 17 JUNE 2015 (EC/15/71)
Noted
The Committee agreed an amendment to minute 133/15 to clarify the
position in relation to the review of the Postgraduate Taught Credit
Framework.
EC/203/15
Resolved
That the minutes be approved subject to the amendments described
above.
EC/204/15
MATTERS ARISING FROM THE MINUTES
Noted
EC/205/15
1
REPORT ON CHAIR’S ACTION (EC/15/72)
Noted
EC/206/15
CHAIR’S VERBAL REPORT
Noted
Professor Norval welcomed the new members of the Committee.
EC/207/15
Change of Secretary
EC/208/15
As part of the ongoing re-organisation of the Academic Section,
Wendy Clifton-Sprigg would take over from Richard Stock as secretary
to the Education Committee with effect from 1 January 2016. Richard
would continue supporting Senate and would continue to attend
Education Committee meetings in his new role.
Director of Student Life
Paddy Reilly had been appointed as the new Director of Student Life
in the Academic Section as part of the ongoing re-organisation. Paddy
was currently Chief Executive of the Students’ Union at the University
of Durham and would join Essex on 1 February 2016.
EC/209/15
Review of the roles of Dean and Associate Dean of Academic
Partnerships
The review of the roles of Dean and Associate Dean of Academic
Partnerships was ongoing with a focus on the workload and nature of
the roles within the context of the University’s strategy in relation to
partnerships. Proposals were expected to be submitted to the
Education Committee during 2015-16.
EC/210/15
Curriculum Review
A more detailed written update would be submitted to the February
2016 meeting of the Education Committee. The Chair reported that a
significant amount of work had been undertaken, ensuring effective
reviews of assessment methods and aligning the curriculum to support
student retention, success and employability.
EC/211/15
EDUCATION ACTION PLAN 2015-16: PROGRESS REPORT (EC/15/73)
Received
A paper prepared by Rich Alderman (Assistant Education Manager,
Policy and Development), which provided a brief update on the
progress to date on each of the action points contained in the
Education Action Plan (EAP) 2015-16.
EC/212/15
Noted
The Committee discussed progress on each item in the EAP, in
particular noting the consultancy work that was planned in relation to
learning analytics to consider how it could be undertaken at Essex.
Members noted the benefits that learning analytics could bring in
support of the University’s broad objectives related to the Education
Strategy.
EC/213/15
2
BIS GREEN PAPER ON HIGHER EDUCATION (EC/15/74)
Received
A paper prepared Claire Nixon (Deputy Academic Registrar, Academic
Standards and Partnerships), which provided a brief summary of the
BIS Green Paper on higher education and set out the main areas
covered by the paper: HE regulatory system; teaching excellence;
social mobility and access to HE; opening the HE sector to new
providers; provider exit and student protection; and research funding.
EC/214/15
Noted
The Committee noted the proposed approach in measuring the
effectiveness of HE institutions via metrics, such as student
satisfaction, graduate employability, student success and completion
rates. There was discussion about the inclusion of Grade Point
Average (GPA) as a means to standardise learning outcomes, noting
that there was a numbers of ways to implement GPA so this would not
be a straightforward development.
EC/215/15
The University had decided not to submit its own response to the
Green Paper consultation but would be feeding back via the
submissions from Universities UK and the Higher Education Academy.
EC/216/15
ACADEMIC INFRASTRUCTURE
MODULE OPTIONALITY (EC/15/75)
Received
A paper prepared by Dr David Penman (Deputy Dean, Faculty of
Science and Health), which set out the work and recommendations of
the Task and Finish Group looking at module optionality.
EC/217/15
Noted
The Committee noted that the focus of the work had been to ensure
the coherence of the University’s academic offering, which may be
undermined by degree programmes with too much optionality. It was
reiterated that the driver underpinning the work was not to remove or
prevent optionality or to reduce the number of modules but to ensure
optionality was controlled appropriately to support student choice and
success. The recommendations included implementing a limit of no
more than three module options within a core or compulsory element
of a programme and no more than ten options within any optional
element. In addition to recommended exceptions for modern language
options, the Deputy Deans (Education) would have authority to
approve broader optionality where there was a clear case in favour
based on academic requirements, as may be the case for the Centre
for Interdisciplinary Studies in the Humanities (CISH). In light of the
recent recommendations from the Competition and Markets Authority,
the need to ensure degree programmes delivered what they promised
to applicants was also noted.
EC/218/15
During discussion, it was noted that departments would be required to
implement the proposed limits with effect from 2016-17 for first year
undergraduate modules only, with the limit required for subsequent
year undergraduate and postgraduate taught modules with effect from
EC/219/15
3
2017-18. There was concern among some members of the Committee
about the move to reduce optionality, although the Committee agreed
that the recommendations sought to address not whether there should
be optionality but the degree to which it should be incorporated into
degree programmes within the context of academic coherence. While
accepting that students had different views on the preferred level of
optionality, it was also suggested that the University’s academic offer
would be more attractive if it offered a clearer pathway within its
programmes. It was stressed that the Deputy Deans (Education)
would be empowered to ensure that greater optionality was
safeguarded where it was appropriate to do so. There was discussion
about the basis on which the limits had been determined and
members agreed that the operation of the proposed limits would need
to be kept under review and proposals for amendment considered if
required.
Resolved
In summing up the discussion, it was noted that, when the
recommendations were submitted to Senate, the paper should
reiterate (i) the importance of optionality, (ii) the specific nature of the
programmes offered by CISH within the context of optionality, (iii) the
timescale for implementing the optionality limits for postgraduate
taught modules, and (iv) the need to ensure that optionality decisions
were made on academic grounds linked to academic coherence.
EC/220/15
That the recommendations contained in paper S/15/75) be submitted
to Senate for approval, subject to the points described above.
EC/221/15
POSTGRADUATE TAUGHT CREDIT FRAMEWORK (VERBAL UPDATE)
Reported
Professor Aletta Norval (Pro-Vice-Chancellor, Education) provided a
verbal update on the work to review the Postgraduate Taught Credit
Framework.
EC/222/15
Noted
Following the discussion at the June 2015 Education Committee
meeting, it was noted that the work to review the Framework was
ongoing. Recommendations were being developed with a view to
early consideration by the University Steering Group in February
2016, followed by submission to Education Committee in March 2016
and Senate in April 2016.
EC/223/15
EDUCATION KEY PERFORMANCE INDICATORS
NATIONAL STUDENT SURVEY OUTCOMES 2015 (EC/15/76)
Received
A paper prepared by Bettina Mills (Deputy Director, Strategic Planning
and Change), Adam Fenemore-Jones and Richard Martin (Planning
Analysts), and Ben Smart, which provided an overview of the results
of the National Student Survey 2015.
EC/224/15
Noted
The Committee noted that there continued to be areas of strength and
weakness in relation to student satisfaction and some Departments
had already undertaken excellent work in analysing the outcomes and
EC/225/15
4
identifying actions. The forthcoming planning round would ensure
formal analysis and action planning. The importance of considering
NSS outcomes by protected characteristic was also acknowledged.
The Committee would consider analysis in relation to equality and
diversity later in the academic year.
STUDENT ENGAGMENT (EC/15/77)
Received
A paper prepared by Rachel Fletcher (Head of Student Engagement),
which provided an update on the University’s The Times Good
University Guide performance in continuation and success and
provided details of the measures being undertaken in support of this
area of work.
EC/226/15
Noted
During discussion, the Committee noted the potential positive impact
that participation in sport and cultural education could have on student
engagement and attainment. While Committee members agreed that
providing access to Personal Tutors to more detailed data about their
students to ensure they were able to support engagement, it was
acknowledged that such access needed to be implemented with
caution and would require consultation with students. The attainment
gap for Black and Ethnic Minority (BME) students was noted as was
the need to address the disproportionately low number of BME
academic staff employed by the University. It was also important to
ensure assessment methods did not undermine students with BTEC
qualifications, whose route to higher education may not necessarily
have involved assessment via traditional examinations. The
Committee noted that a review of the University’s policy and practice
in relation to anonymous marking was under way and a report was
expected to be submitted to the Education Committee in March 2016.
EC/227/15
GRADUATE EMPLOYMENT (EC/15/78)
Received
A paper prepared by Dave Stanbury (Director of Employability), which
provided an update on the 2014 leavers comparator Destination of
Leavers from Higher Education (DLHE) results.
EC/228/15
Noted
The Committee noted that there had been a decline in the University’s
score on graduate employment in 2014, which had led to a drop in
The Times Good University Guide ranking. Detailed work was being
undertaken to support graduate employability, particularly
engagement with 2015 graduates to support them into high quality
graduate positions. There had been significant University investment
in a range of opportunities for graduates both inside and outside the
institution, although it was noted that the take-up had not had been as
strong as hoped. There were a number of factors attributed to the
lower take-up, including risk adversity among the graduates and
cultural and socio-economic reasons. Working with the Employability
and Careers Centre, the Students’ Union was already focusing on
engaging prospective 2016 graduates. The Committee also noted that
female students tended to attain higher degree outcomes but were
less successful in achieving graduate-level employment. This had
EC/229/15
5
already been identified as an issue and work was under way to seek
to address it. Senate would consider an updated version of the paper
at its meeting in January 2016.
POSTGRADUATE RESEARCH EXPERIENCE SURVEY (EC/15/79)
Received
A paper prepared by Professor David Pevalin (Dean, Postgraduate
Research & Education) and Dr Stacey Balsdon (Assistant Education
Manager, Postgraduate Research Education), which provided an
overview of the Postgraduate Research Experience Survey (PRES)
results from the 2015 survey.
EC/230/15
Noted
The survey outcomes had been considered by the Faculty Education
Committees during Autumn term. Raising the voice of postgraduate
research (PGR) students would be a key part of the role of the new
Deputy Deans (Postgraduate Research Education), who would also
work with the Dean to take forward the actions arising from the survey.
During discussion, the Committee noted the relatively low response
rate and considered the need for alternative ways to ensure a broader
voice for PGR students and to maximise feedback. Actions arising
from the survey would be addressed at both institutional and
departmental levels as required. The Committee noted that issues
related to PhD study space were managed at departmental level,
although the Dean and Deputy Deans played an important role in
providing support to address any issues.
EC/231/15
PERSONAL TUTOR SYSTEM: UPDATE (EC/15/80)
Received
A paper prepared by Stephanie Humphries (Project Officer, Personal
Tutoring), which provided an update on the personal tutoring
arrangements, including the Essex Business School Online Personal
Tutoring Record pilot project.
EC/232/15
Noted
The Committee received an update on the pilot that had taken place in
Essex Business School to create and manage records relating to the
Personal Tutor meetings. There had been positive feedback on the
pilot from both staff and students, which had enabled student access
to records via the myEssex portal. The records included the student
name and photograph, meeting notes, the outcome and meeting
attendees. Further feedback would be sought as part of the work to
develop a project proposal to roll the system out across the University.
The potential for supporting postgraduate research student meetings
was acknowledged and it was agreed would be explored further as
part of the wider project development.
EC/233/15
During discussion, the importance of flexibility in the management of
Personal Tutor meetings was noted during broader discussion.
Members agreed that mandatory training was not appropriate and
supported the work to consult tutors on training needs with a view to a
bespoke approach, which would facilitate buy-in more effectively.
Members also reiterated that the meetings between students and
tutors needed to be meaningful and productive and based on a
EC/234/15
6
genuine relationship. There was support for the use of the new Higher
Education Achievement Report (HEAR) as a tool for tutors, although
members requested a single source of information rather than tutors
having to access multiple systems.
POSTGRADUATE TAUGHT EMPLOYABILITY TOOLKIT (EC/15/81)
Received
A paper prepared by Professor David Pevalin and Dave Stanbury,
which outlined the activities undertaken under an Education
Enhancement Fund project for developing PGT employability
resources, which had resulted in the development of a PGT
Employability Toolkit.
EC/235/15
Noted
The Committee noted that the development of the toolkit was funded
by the Pro-Vice-Chancellor (Education) and had been led by the
Director of Employability. The toolkit was not student-facing but
intended for use by departments as a self-assessment tool and to
provide ideas and good practice. During discussion, some members
expressed concern about the level of consultation that had been
undertaken when developing the toolkit. The need to maximise buy-in
among colleagues in academic departments was reiterated. The
Committee expressed general support for the toolkit and noted that
ongoing feedback was welcome to ensure it was a useful mechanism
for departments to support student and graduate employability.
EC/236/15
ANNUAL REPORT FROM THE DEAN OF POSTGRADUATE RESEARCH AND
EDUCATION (EC/15/82)
Received
The Annual Report from the Dean of Postgraduate Research and
Education, prepared by Professor David Pevalin and Dr Stacey
Balsdon.
EC/237/15
Noted
The Dean of Postgraduate Research and Education highlighted four
key areas of priority: improvement and implementation of the PhD
milestones document; enhanced supervisor training to ensure more
proactive supervisory support for PGR students; mentoring and
pastoral support for PGR students; and the appointment of the three
new Deputy Deans (Postgraduate Research and Education), two of
which would take up their posts in January 2016, with the recruitment
process ongoing for the third.
EC/238/15
REPORTS FROM EDUCATION COMMITTEE SUB-COMMITTEES
FACULTY EDUCATION COMMITTEE (HUMANITIES) (EC/15/83)
Noted
EC/239/15
FACULTY EDUCATION COMMITTEE (SCIENCE AND HEALTH) (EC/15/84)
Noted
EC/240/15
7
FACULTY EDUCATION COMMITTEE (SOCIAL SCIENCES) (EC/15/85)
Noted
EC/241/15
PARTNERSHIPS EDUCATION COMMITTEE (EC/15/86)
Noted
EC/242/15
ACADEMIC QUALITY AND STANDARDS COMMITTEE (EC/15/87)
Noted
Resolved
EC/243/15
That the recommendations contained in paper EC/15/87 be approved.
EC/244/15
STUDENT EXPERIENCE COMMITTEE (EC/15/88)
Noted
EC/245/15
UNIVERSITY CAMPUS SUFFOLK JOINT ACADEMIC COMMITTEE (EC/15/89)
Noted
Resolved
EC/246/15
That the recommendations contained in paper EC/15/89 be approved.
EC/247/15
PROPOSED CHANGES TO RULES OF ASSESSMENT AND PROGRESSION
REQUIREMENTS FOR TAUGHT PROVISION (EC/15/90)
Noted
Resolved
EC/248/15
That the proposed changes to the Rules of Assessment and
progression requirements for taught provision be approved and
recommended to Senate as set out in paper EC/15/90.
EC/249/15
PROPOSED CHANGES TO ENTRY REQUIREMENTS
CZECH REPUBLIC: UNDERGRADUATE ENTRY REQUIREMENTS (EC/15/91)
Noted
Resolved
EC/250/15
That the proposed entry requirements be approved as set out in paper
EC/15/91.
EC/251/15
BULGARIA: UNDERGRADUATE ENTRY REQUIREMENTS (EC/15/92)
Noted
Resolved
EC/252/15
That the proposed entry requirements be approved as set out in paper
EC/15/92.
8
EC/253/15
POLAND: UNDERGRADUATE ENTRY REQUIREMENTS (EC/15/93)
Noted
Resolved
EC/254/15
That the proposed entry requirements be approved as set out in paper
EC/15/93.
EC/255/15
BELGIUM: UNDERGRADUATE ENTRY REQUIREMENTS (EC/15/94)
Noted
Resolved
EC/256/15
That the proposed entry requirements be approved as set out in paper
EC/15/94.
EC/257/15
COUNTER-TERRORISM AND SECURITY ACT 2015 (EC/15/95)
Noted
EC/258/15
STUDENT SURVEYS 2015 (EC/15/96)
Noted
EC/259/15
ANY OTHER BUSINESS
Noted
The Committee expressed support for proposed work to be led by the
Dean of Postgraduate Research and Education to review the policy
and process for receiving references from prospective PGR students.
It was agreed that taking all possible steps to ensure the most
rigorous process to minimise fraud was very important. The planned
work included benchmarking to ensure the University was in line with
other HEIs, process and policy review and short-term, immediate
action.
Richard Stock
Deputy Academic Registrar
Secretary, Education Committee
Academic Section
9 December 2015
9
EC/260/15