LTC13-P54
26 September 2013
LTC
Subject: Review of Taught Postgraduate Programmes - Working Group Report, July
2013
Origin:
Working Group chaired by PVCT
Summary: In October 2012 a Working Group was established to review the University’s
provision of taught postgraduate programmes (PGT).1 The Group’s objectives were to
consider where we are now, regarding the range of programmes on offer and where
demand has proved greatest, and the principles that should guide future actions, in order to
ensure effective programme delivery, a high quality student experience and the
sustainability of a vibrant postgraduate community.
To this end, the Group considered a range of issues including market demand, programme
viability, modes of delivery, progression to PGT study and credit transfer, as well as
opportunities for cross-institutional and inter-School collaboration. During the course of the
Group’s work the need became clear for PG provision to be aligned much more explicitly
and strategically with the University’s vision. The review did not examine fee structures and
scholarships/bursaries although it was recognised that these are important in the success of
PGT provision.
This paper provides a summary of the Group’s key findings and principles to guide the
future planning of PGT provision.
Actions: LTC is asked to note the contents of the paper and to support the proposals of
the Group.
Context
The University fell short of its 2012 intake targets for full-time UK/EU and international PGT
students. Whilst the international PGT target had been increased significantly for 2012, the
number of international students recruited dropped in absolute terms in 2012 for the first
time in 5 years. (In 2008 intake fell to 817 from 876 in the previous year. 2011 marked the
high point in F/T international PGT recruitment with an intake figure of 920 students. UK/EU
1
The Group met between October 2012 and June 2013 and was chaired by Professor Morag Bell. Membership
comprised David Chapman (International Officer), Professor John Feather (Dean, Graduate School), Sarah Hannaford
(Head of Student Recruitment and Admissions), Dr Jennifer Nutkins (Academic Registrar), and Dr Neil Raven
(Student Outreach and Recruitment Manager). Minutes and meeting papers were also circulated to Ian Cairns
(Director of the Marketing and Communications Office) and Charlie Carter (Director of the International Office) for
information and feedback. Evidence was considered from a range of sources, including data provided by
Postgraduate Admissions, Programme Quality and Teaching Partnerships, the Research Student Office, the Careers
and Employability Centre, the Enterprise Office and Development and Alumni Relations.
recruitment has been declining since a high point in 2009. (In 2012 the intake figure was
317 F/T students.) The national trend for UK/EU PGT recruitment is also negative. In future
there are likely to be further challenges to the recruitment of UK PG students when the first
cohort of students paying £9,000 fees complete their UG degrees, as well as continuing
intensive competition for international PGT students.
Within the context of the new University Strategy, it will be important to ensure that
Loughborough has a strong and distinctive portfolio of taught postgraduate programmes,
which
 align with our research themes, and support progression to Ph.D. study;
 are consistent with the University ‘s internationalisation agenda;
 Provide an excellent student experience;
 strengthen Loughborough’s engagement with external organisations;
 launch and sustain LUiL effectively;
 contribute to income generation.
1. Programme viability
 In 2012/13 the University had 114 F/T PGT programmes with an Active status. The
majority of these had a part-time version. Although the overall number of PGT
programmes remains fairly stable, there tends to be a much higher turnover than at UG
level, with the launch of new programmes being balanced by the discontinuation of
existing ones.
 PGT figures for 2012/13 showed considerable variations in student numbers across
Schools/Departments (Annex A). This was also the case in 2010/11 and 2011/12.
 Looking at the number of students registered on PGT programmes for the academic
year 2012/13, some Schools/Departments had between 10 and 20, whilst those with
the largest numbers returned over 100 students (Annex A).
 Part-time students contributed significantly to the overall numbers in some Schools/
Departments (Annex A, note that this is based upon a head count).
 Programmes delivered by distance learning (either partially or fully) account for a
significant group of learners in a number of cases (Annex B. The head count is
included in Annex A).
 In reviewing programme viability, consideration needs to be given to enrolment on
individual modules since, in a number of cases, modules are shared between
programmes within and across Schools.
 Analysis of modules that ran in 2011 showed over 60% returned 10 or more students.
However, a significant proportion ran with less than 10 (LUSI student data extract,
accessed: March 2013). Similar trends emerged when considering data for 2009 and
2010. It should be noted that modules with small numbers may be delivering key
School specialisms. They may also be attracting commercially funded students. These
factors need to be considered when assessing module/programme ‘viability’.
2
2. Progression from UG to PGT
 Whilst the last 10 years have seen an upward trend in the proportion of FT UK/EU PGT
students who previously studied at Loughborough (from 13.7 per cent in 1995/6, to 40
per cent in 2012/13), LU continues to enrol on PGT programmes a majority of students
who have studied at HE level elsewhere (LUSI admissions data extract, accessed
January 2013, based upon firm acceptances).
 There are considerable variations in the numbers returning to Loughborough for PGT
study by School/Department, with the largest recent concentrations found in Business
(having studied another discipline at UG level), Geography and SSEHS. These
variations reflect in part the large number of extended UG programmes in Engineering
and Science and also the specialisms that students seek (not all are offered at LU;
LUSI admissions data extract, accessed March 2013).
 Although the total numbers are small, data for 2010 and 2011 suggests that certain UKbased HEIs are more significant providers of F/T UK/EU PGTs to LU programmes than
others. In some cases, these are concentrated in particular subject areas (Annex C
and D provide detail for 2011 only).2
 Concentrations are also evident for International students studying at UK HEIs and
progressing to F/T PGT programmes at LU (Annex D). Similarly, certain overseas HEIs
account for significant numbers of International PGTs (Annex E. Institutions are
marked with which we have Articulation Agreements).
 Whilst Loughborough graduates select a wide range of HEIs, some concentrations can
be identified in the institutions as well as PGT programmes chosen (Annex F).
3. Purpose of PGT provision
 In establishing the rationale for PGT provision, in undertaking market research, and in
promoting our offerings, greater consideration should be given to the QAA typology and
the refinements by LU. The QAA identifies three types of PGT programme: researchfocused, specialist/advanced study and professional/practice (Annex G). In the case of
Loughborough, the latter has been disaggregated into professional preparation,
professional development and employer sponsored programmes.
4. Credit framework
 One outcome of the Working Group has been the preparation of a paper on credit
frameworks, which could guide the development of partnership arrangements with other
HEIs, both UK based and international. This paper outlines existing practices along
with options and examples for diversifying credit transfer and delivery of PGT
programmes.
 Consideration was also given to the potential attractiveness of small, (say 30) creditbearing awards, which could be certificated, stand-alone qualifications as well as the
modules constituting the building blocks for more substantial PGT qualifications. The
demand for such provision might derive, in part, from those who have already attended
CPD courses offered at LU and from employers unwilling or unable to make an initial
commitment to support an employee to take a PG Certificate or Diploma. It should be
2
Only those HEIs from which Loughborough recruited five or more students in 2011 are identified in the
tables comprising Annex C, D and E.
3
noted that currently, participants on non-certificated short courses are not captured on
LUSI and are not included, therefore, in the Alumni Association membership.
5. Employability and postgraduate study
Evidence provided by the Careers and Employability Centre indicated that:



Although employers tend not to ask for particular subjects, they do seek employees with
professionally accredited qualifications and strong transferrable skills
Those possessing a PGT or PhD qualification are frequently considered to possess
better analytical skills
Loughborough UGs do not appear to be strongly influenced by the cost of PGT
provision; rather, they seem to be motivated by the desire to acquire additional skills,
particularly when the labour market is challenging.
6. Programme portfolios and market demand
The building of an attractive and world-leading portfolio of PGT provision requires not only
the appropriate LU subject expertise but also an appreciation of current demand as well as
an ability to identify and respond in a timely manner to changes in demand. The
International Office has commissioned a substantial market research report from The
Knowledge Partnership on LU’s programme portfolio and international market opportunities.
The findings are being fed into the international recruitment strategy for 2013/14 and will
help to inform future programme initiatives.
Proposals for future developments
In the light of the above analysis the following principles and recommendations are made.
Principles
A strategic approach to PGT
- There is a need to address the strategic rationale for offering PG programmes (including
PG Certificate, Diploma and MA/MSc). In some instances, this will relate to institutional
research themes, to enterprise activity/engagement with external organisations, and to
income generation.
- PGT programmes should explicitly align with the QAA/LU typology, recognising that in
some cases programmes may cut across more than one ‘type’ with the categorisation
being used to support appropriate targeted marketing initiatives.
- Each discipline area should ideally identify ‘anchor’ programmes reflecting areas of
academic strength/strong demand. Where appropriate, interdisciplinary opportunities
should be supported and programme titles chosen to maximise attractiveness.
Provision that is flexible and responsive
In developing a PGT strategy for LU in Loughborough, in London, and for students working
remotely, consideration should be given to:
- credit transfer options
- different modes of delivery, including the expansion of part-time provision and
DL/partial DL with the potential cost and convenience benefits to students. Such
4
-
provision should focus on areas of institutional strength and for which there is
significant national/international demand to justify investment in development of DL
materials
opportunities to expand an open learning presence that contributes to LU’s strategic
objectives, including enhanced international reputation and reach
provision of short professional and CPD-focused programmes (that are certificated)
possible new market areas for PG study.
Marketing and market demand
- The development of new provision should be informed by effective market research
and the preparation of a robust business case including, where appropriate, inclusion
of the employer perspective. Dialogue with employers may be vital in specific cases
well before the formal approval stage
- Programmes should be underpinned by a clear recruitment strategy. This should
include, where appropriate, the promotion of PG opportunities to current LU
undergraduates and to prospective students in institutions that generate significant
numbers of PGs for LU
- The purpose and benefits of PGT programmes should be clearly articulated to
prospective students in marketing materials and they should be informed by the
QAA/LU typology
- Consideration should be given to programme titles and descriptors that maximise the
appeal of LU’s PGT offer
- Marketing materials should include the use of case studies of former students
illustrating the benefits of PGT study
- The strategic use of scholarships and bursaries should be employed, including for
the most able UK/EU applicants from low-income backgrounds to facilitate
progression to PG study.
- Module viability should be kept under review, especially where registered numbers
are small.
The PG student experience
- Detailed consideration should be given to the key features of the PG student
experience (i) at Loughborough, (ii) at LUiL, (iii) and for students studying primarily
remotely, in order to ensure that is of comparable quality to the UG student
experience
PGT as a key part of the University’s business
- Programme approval processes should be robust and also speedy and responsive to
student demand, recognising that the portfolio may need to be refreshed fairly
regularly to reflect a changing market
- A first-class service should be provided to applicants through timely responses to
applications and the delivery of relevant communications throughout the application
process.
- Attention should be given to building alumni relations with those who complete a
PGT programme. This should recognise the distinct nature of the relationship
between LU and its PGTs.
Recommendations
5
1. To develop a strategic approach to PG provision across T, R and E, within the context of
the new University Strategy.
2. To consider the potential of establishing a forum that would contribute to this strategic
development, involving institutional expertise in postgraduate T, R, and E areas,
together with representatives from Professional Services with responsibility for student
recruitment, support, marketing etc.
3. To explore current institutional arrangements for employer engagement, and identify
how these links could be further developed to inform PGT provision.
4. To build on the outcomes of existing commissioned market research into the current
portfolio of PGT provision, with consideration given to opportunities for growth that align
with Loughborough’s areas of existing and developing expertise.
5. To explore the potential attractiveness of programmes incorporating placement
opportunities and, in doing so, to build on evidence from SBE’s work experience model.
6. To review requirements relating to the amount of transferrable credit permissible in order
to gain a LU PGT award.
7. To implement a Change Project which examines costs of delivery, module viability etc.
6
Annex A
Number of part-time and full-time PGT students registered with the
University, 2012-13
800
700
Part time
600
Full time
500
400
300
200
100
0
Source: LUSI student data extract (accessed: January 2013).
Note: The data in this figure is based upon a head count of all students registered on
modules (UK/EU and International). These include students studying through DL.
Detailed data sets on the number of PGTs at the University, in each School and
Department and taken from Course Totals on the 1 December for 2012-13, are
available from the Planning website. (These figures will differ from the totals displayed
above as the Planning figures are based upon all registered students, some of whom
may not be active ie. not registered on specific modules.) See
https://internal.lboro.ac.uk/info/planning/management-information/student-data/
7
Annex B
Students Registered at the December 2012 Count on Partial or Full Distance Learning
Programmes by School and Programme
School
Programme
Civil & Building Engineering
Water and Waste Engineering (full)
Water and Environmental Management (f)
Infrastructure in Emergencies (f)
Water and Environmental Management (f)
Electronic & Electrical Engineering
Renewable Energy Systems Tech (partial)
European Masters in Renewable Energy (p)
Business and Economics
Security Management (f)
Healthcare Emergency Preparedness &
Business Continuity Management (p)
Sport, Exercise and Health Sciences
Sport Coaching (p)
Nutrition for Sport and Physical Activity (f)
Wolfson School
Engineering Design and Manufacture (f)
Engineering Management (f)
Number
Total
17
52
14
1
84
124
11
135
22
0
22
11
0
11
19
0
19
271
Source: Download of student records from December 1 2012, filtered on programmes
flagged as fully or partially delivered through distance learning, Course Totals, LUSI.
Notes:
a. Partial distance learning programmes include components that will be delivered on
campus rather than remotely.
b. The student numbers given are based upon the December 2012 head count of UK/EU
and International students registered as part-time and full-time. These figures are also
limited to those who were registered on live modules in December 2012.
8
Annex C
1
9
2
4
1
10
7
6
1
1
1
1
37
1
1
8
2
1
1
1
45
7
3
2
22
3
2
3
3
4
1
1
38
2
1
1
1
1
6
2
2
15
1
4
4
9
1
11
7
7
1
1
5
2
6
1
1
1
5
10
Source: LUSI admissions data extract, based on firm acceptances (accessed: March, 2013).
9
Grand Total
Mech, Man
Eng
Social Sci
SoTA
SSEHS
SBE
PHIR
Physics
Information
Sci
Geography
English &
Drama
EESE
Computer
Sci
Design
School
CBE
Chemistry
4
1
1
7
1
Mathematics
HEI previously studied at
Coventry University
Loughborough University
Nottingham Trent University
Sheffield Hallam University
Staffordshire University
University Of Bath
University Of Birmingham
University Of Derby
University Of Nottingham
Grand Total
Chem Eng
AAE
Key UK HEI providers of full-time UK/EU PGT acceptances
at LU, 2011
6
131
6
5
5
5
5
7
6
176
Annex D
1
1
2
3
1
6
3
2
2
2
1
2
1
1
2
3
3
3
1
1
2
13
5
1
6
12 15
5
4
9
18
4
6
2
66 15
1
2
3
1
2
3
Source: LUSI admissions data extract, based upon firm acceptances (accessed: March, 2013).
10
Grand Total
Mech, Man
Eng
Social Sci
SoTA
SSEHS
Mathematics
SBE
Physics
Materials
Information
Sci
Geography
English &
Drama
EESE
Design
School
Computer Sci
CBE
Chemistry
AAE
HEI previously studied at
Birmingham City University
Coventry University
Loughborough University
Manchester Metropolitan University
Napier University
University of Bedfordshire
University Of Central Lancashire
University Of Greenwich
University Of Huddersfield
University Of Nottingham
Grand Total
Chem Eng
Key UK HEI providers of full-time international PGT acceptances at LU, 2011
6
13
44
5
6
9
18
5
6
6
118
Annex E
Anna University Chennai
Beijing Sport University
Beijing Technology And Business
University
Beijing University of Chemical
Technology*
Beijing University Of Posts &
Telecommunications
Beijing University of Technology
Communication University Of China
Donghua University
East China Normal University
Guangdong University Of Foreign
Studies
Heilongjiang University
Jiangnan University
Kwame Nkrumah University Of
Science & Tech.
Nanchang University
Nanjing University Of Aeronautics
And Astronautics
8
2
1
7
5
1
13
6
2
2
1
3
1
4
3
1
1
8
4
5
4
1
1
3
1
Grand Total
Mech, Man
Eng
2
1
1
Social Sci
SoTA
SSEHS
Mathematics
SBE
Physics
Materials
Information
Sci
Geography
English &
Drama
EESE
Design
School
Computer
Sci
CBE
Chemistry
HEI previously studied at
Chem Eng
AAE
Key overseas HEI providers of full-time international PGT acceptances at LU,
2011
1
13
9
1
6
1
19
1
7
5
5
8
5
1
2
1
2
1
1
8
5
5
1
6
5
1
7
7
11
Nanjing University of Science and
Technology
Northwestern Polytechnical
University*
Shanghai Institute Of Foreign Trade
Shanghai University
Shanghai University Of Science &
Technology
Shanghai University of Sport
Shanxi University Of Finance And
Economics
Shenzhen University
Sichuan University*
Singapore Polytechnic
South China Agricultural University
Sun Yat-Sen University
Tongji University*
University Of Brunei Darussalam
University Of Mumbai, India
Wuhan University
Xiamen University
Xi'An International Studies
University
Zhejiang Gongshang University
Zhejiang University
Zhejiang University of Technology*
Grand Total
1
1
1
5
2
5
1
1
4
1
1
1
4
1
1
5
6
4
1
1
6
9
1
3
2
1
5
4
1
3
1
1
1
1
2
9
5
2
5
5
7
10
5
1
5
11
13
9
5
6
5
6
5
5
6
1
1
4
3
2
8
5
2
2
1
11 7
2
1
1
2
39
2
4
5
1
6
5
4
4
112
1
1
4
1
22 2
20
3
Source: LUSI admissions data extract, based upon firm acceptances (accessed: March, 2013).
*Institutions with which LU has current articulation agreements.
12
8
5
6
6
251
Annex F
HE Destinations of Loughborough Graduates and PGT Courses Selected, 2010-11
HE Destination of Loughborough Graduates: Higher Degree by
Taught Course, 2010-11 (where number exceeds 2)
25
20
15
10
5
0
PGT Courses Selected by Loughborough Graduates Studying at
other HEIs, 2010-11 (where number is 2 or more)
10
9
8
7
6
5
4
3
2
1
0
Source: Graduate Employment Market Statistics
http://www.lboro.ac.uk/service/careers/graduate-destinations/information-for-staff.html,
(accessed: May 2013).
13
Annex G
QAA Typology of Masters Programmes
Type
Research
Example
MPhil
Specialised/advanced
MSc, MA,
MRes
Professional/practice
MBA, Med,
MTL, LLM
Characteristics
i. Normally comprise a research project conducted
through independent study
ii. May inc. smaller taught element, for example a
research methods module
iii. 12-24 months f/t study
iv. Fulfils the QAA’s definition of research degrees
(Section 1, Code of Practice on PG research degrees,
where the research component is larger that the taught
element when measured by student effort)
v. Assessment is often specific to the individual and likely
to be via oral examination that involves discussion of a
thesis or other output such an artifact or performance
vi. Assessment of taught modules will usually be separate
from research component.
i. Predominantly composed of structured learning
opportunities, although frequently at least a third of the
programme is devoted to a research project leading to
a dissertation or production of other output
ii. From 9 to 24 months’ duration, with 12 months most
common, based on ft study
iii. Includes the MRes, where the student develops the
ability to conduct research through a programme of
structured learning
iv. Other awards (PG Cert, PG Dip) will often be offered
alongside such programmes to facilitate continuing
professional development.
i. Learning tends to be structured and programme
structure may be developed in collaboration with the
relevant PSRB, or employer, and may include practical
elements such as fieldwork and placements or other
opportunities for WBL, as well as a project undertaken
through independent study
ii. From 9 to 24 months’ duration, based on ft study.
iii. May be a pre-requisite for registration or entry to a
profession
iv. Other awards (PG Cert, PG Dip) will often be offered
alongside such programmes to facilitate CPD.
Source: The Quality Assurance Agency, Masters Degree Characteristics (2012), Appendix 1,
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/MastersDegreeCharacterist
ics.pdf (accessed August 2013), 11-15.
Note: The accompanying QAA guidance notes that the descriptions given are ‘intended to be
indicative rather than definitive. It is recognised that master's degrees may combine characteristics
from different categories and that degrees bearing similar titles (for example MSc, MA) may be
considered to fall within more than one category’.
14