UNIVERSITY OF EXETER
ACADEMIC YEAR REVIEW
Background
1
The current AY was approved by Senate in December 2006 and introduced
in 2009/10. It comprises three terms (11 + 12 + 7) overlaid by two 11 week
semesters. The main change introduced, on pedagogic grounds, was to ensure
that both semesters were of equal length and that each fell within a single term,
thus avoiding teaching straddling two terms. A secondary aim was to provide a
longer period for exams in the summer term.
2
The changes were introduced after considerable discussion across the
University. However, the approved changes were not well communicated to the
student community. As part of the dialogue with students at the time, an
undertaking was given to review the new AY after its first year of operation.
Since giving that undertaking, the need for review has come more sharply into
focus as a result of both internal and external developments, including the
internationalisation strategy, the capital investment programme and the planned
introduction of higher undergraduate tuition fees from 2012/13.
3
A Task & Finish Group was set up in late 2010 to review the structure of
the AY and to develop proposals for necessary changes to take effect from
2012/13. Key aims of the review have been to:
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Foster a greater sense of academic rigour particularly in the first year
Add value to the summer term,
Create opportunities to embed employability skills events throughout the
year,
Improve the student experience on all campuses,
Protect academic research time,
Protect revenue streams,
Minimise disruption at a time of change and other major challenges for the
University.
Proposals
4
Proposals for changes to the academic year are illustrated in the chart
attached at Appendix A. The main proposals are to:
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Extend the AY from 30 weeks (11 + 12 + 7) to 31 weeks (12 + 12 + 7).
The whole year is moved forward by one week but ends at the same time
as under the current structure.

Move from a two semester module to three terms in order to emphasise
the academic importance of the post Easter period and its relevance and
value within the calendar. Three terms align with the fee payment
structure and is more universally understood by students and parents than
semesters.

Bring forward the assessment week for the first year to the last week
before the Christmas break (week 12) and add a feedback week straight
after the break. The week immediately before assessment week (week 11)
will be given over to consolidation (i.e. there will be ‘no new learning’ in
that week), which will provide an opportunity for some structured revision
before assessment.

Turn Term 1 Week 12 before Christmas into a revision week for second
and third years.
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Shorten the exam period in the summer from five weeks to four but retain
the current revision week at the beginning of the summer term.
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Introduce a new high profile, mandatory academic and employability skills
programme in the last two weeks of the summer period (while marking,
moderation and exam boards are taking place) for all first and second year
students – see para 10 below.
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Leave the length of holidays and teaching periods unchanged.
Key changes to earlier proposals
5
A proposal previously considered by the Task and Finish Group that Term
1 Week 7 should be designated a Personal and Professional Development week
has been reconsidered and rejected. Feedback from the Guild (see 7 below)
indicated significant disquiet regarding the consequent lengthening of Term 1 to
13 weeks (excluding Welcome Week). Concerns have also been expressed by
College academic and administrative staff about the content and resource
implications of delivering a high calibre and effective week of activities at this
point in the calendar.
6
Comparisons with other Universities indicate that although a September
start is not unusual very few start earlier than the middle of the month, i.e a
week rather than two weeks before the current structure at Exeter. Bringing the
year forward by just one week reduces (but does not eliminate) the difficulties
the previous proposals posed for the International Office, Admissions, INTO and
alignment with UCF.
The Guild’s views
7
The Guild’s views have been sought throughout this exercise and it has
recently conducted an online student questionnaire based on the key proposals.
Results of the questionnaire are attached (Appendix B). The response level was
much higher than expected with approximately 2,500 students, across disciplines,
years, Colleges and campuses taking part. Support for the key proposals was
encouragingly positive. However, the final question on support for the changes to
the calendar needed in order to implement the proposals showed a clear split in
views. The summer academic programme was largely welcomed but the two
aspects receiving the most negative comment were the length of the first term
and the lack of a revision week before the summer exams. The revised proposals
take both of these concerns on board and have been welcomed by the VicePresident Academic Affairs.
Staff concerns
8
Both ADEs and administrative staff in Colleges have been consulted during
the development of the proposals. Initial informal feedback from academic staff
has indicated three main areas of concern:
 An additional term week added to the total teaching period over the year
would reduce the time available for research.
 December exams for the first year would require collation and checking of
exam papers by the end of October, and feedback at the beginning of
January would require marking to be completed over the Christmas break.
 The Summer Academic Programme would appear to require significant input
from academic staff, at an already very busy time of year.
Views of the wider academic community will be sought via the Dual Assurance
Task and Finish Group webpage.
Other Issues to be resolved
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Alignment with UCF
9
Full alignment with UCF is desirable to enhance the student experience of
both UoE and UCF students at the Tremough campus. The current proposals to
start the academic year one week earlier make alignment more feasible,
particularly if UCF reduces its welcome week activities to one week rather than
two. Consultation with UCF is ongoing. Maintaining the current year will also allow
a Tremough Summer Academic Programme to integrate with UCF end of year
activities.
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Study Abroad students
10
A large number of study abroad students (e.g. JYA) study at the University
for just one term, and most are second and third year students. Currently, such
students taking first semester modules in the winter term often have to return to
their home institution to start their second semester at the beginning of January,
which requires the host College to make alternative arrangements for their
assessment before departure. As numbers grow, these alternative arrangements
are increasingly difficult to manage. The current proposals, which leave second
and third year exams after the Christmas break – in response to strong Guild
views - does not solve this problem. Other solutions will need to be explored,
including greater use of continuous assessment.
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The Summer Academic Programme
11
As a University, we intend to attract more students who will take their
academic experience seriously and wish to extend it beyond their core
programme. However, expecting students to stay on for an academic experience
after summer exams is a significant challenge. They are only likely to engage if
the programme is compulsory, and they will rate their experience as excellent
only if we make it very compelling. In addition, they will only participate fully if
there is a group responsibility for producing something which will be shared with
the outside world. Engagement will be greater if students are involved as change
agents and leaders in the process.
12
A number of proposals have been put forward for the summer academic
programme, including Learning through Research events (currently being
developed by Education Enhancement), employability offerings, personal and
professional development courses and Arts, Culture and Sports festivals. It is
intended that this programme be mandatory (subject to appropriate waivers and
exemptions) for all first and second year students. A small working group is being
set up to design and develop a significant and coordinated programme that will
be advertised in the Autumn in time for enquiries by 2012 entrants. A pilot will be
run in the summer of 2012
Implementation of Changes
13
The proposals have a number of operational implications for Colleges and
Services, apart from the proposed new Summer Academic Programme. An
implementation group will be set up to identify the operational implications of the
proposals and coordinate implementation of the necessary changes to current
processes and timetables. Key issues to address include:
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Admissions to bring forward application deadlines and to adjust Open Days
The International Office to adjust its recruitment cycle
Registry to adjust dates for registration, timetabling, exams, resits and
possibly graduation
INTO to compress the marking period for presessional course to before the
start of the first term
Approval and Publication
14.
The proposals will be considered by Senate on 1 st July and Council on 14th
July. Subject to their approval, the necessary changes to term dates will be
published in the Calendar. A communication plan will be drawn up to ensure that
current and future students are aware of the changes.
Michele Shoebridge
Director of Academic Services
June 2011