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.
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
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)
◦ 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)
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.
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)
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