Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group...
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11 October 2010Duncan Reeder & Claire Eustance
Improving the experience of students on “flexible” programmes –
the problem & possible solutions
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Improve & formalise year round registration
Enable in-year progression & reassessment
Investigate options for supporting modular curriculum structures
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School Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
A&C 262 7 3 9 1215 6
Bus 252 365 12 41 2 1 67 1823 183 64 48
CMS
882 2 4 1 13 25 936 12
Edu 214 17 16 7 18 13 6 1 1447 32 1
Eng 189 2 5 2 5 580 54 8
HSC 228 17 168 87 1 2 1153 8 8
Hums 23 1 101 15 873 16 2
IG 17
Pharm 41 21 54 23 53 29 20 88 115 64 44 24
NRI 16 18
PD 27 37 40 16 2 83 83 11 731 3 16 91
Science 174 11 93 18 4 4 984 136 1
Total 2308 470 129 361 185 142 212 227 9892 514 135 172
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2008-09 New Entrant Data: ◦ September intake = 9892
◦ January intake = 2308
37% of Jan intake are Masters students (853)
80% of Jan Masters students taught on campus (683)
◦ May intake = 185
47% of May intake are Health students (87) all taught on campus.
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Scrutinised current systems and processes used to manage January & May starters
Analysed methods to enable multiple registration point
focussed on full time funded students
focussed on campus-based provision
recognition of local practice in schools
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1. Introduce multiple registration points, with corresponding progression points: Sept – Jan –May (& build system capacity for potentially up to 12
registration points)
2. Annual (single) registration cycle;
3. Remove manual handling of records of students who straddle two academic years (on same stage)
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◦ Clear benefit to students on under-graduate programmes specifically designed to run from Sept/Jan/May start points
◦ Limited benefit to students on post-graduate taught programmes that currently run for more than 12 months.
◦ No benefit for post-graduate students on “infill” taught programme (e.g. Jan start Masters)
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All the evidence so far shows that our systems and processes are set up to service the Sept-July, 3 term undergraduate schedule.
Systems changes in themselves will not deliver a more agile flexible curriculum.
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A study of the academic calendars of more than 100 UK universities shows:
◦ Around 50% use the model of teaching over two semesters with an associated assessment period
◦ Just over 25% use a three term schedule with an examination period in the third term.
◦ Just over 20% adopt alternative, hybrid / bespoke models (trimesters - quadmesters – differentiation based on level of study)
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Project makes recommendation to Executive that the University look again at the academic calendar;
Recommend review is conducted in the context of academic requirements and not systems requirements