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Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10
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Improving the experience of students on flexible programmes Presentation to UG Flex Steering Group 11.10.10

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Presentation to UG Flex Steering Group 11.10.10 on the problems facing students studying on flexible programmes, and possible solutions

Presentation to UG Flex Steering Group 11.10.10 on the problems facing students studying on flexible programmes, and possible solutions

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  • 1. Improving the experience ofstudents on “flexible” programmes – the problem & possible solutions 11 October 2010 Duncan Reeder & Claire Eustance
  • 2.  Improve & formalise year round registration Enable in-year progression & reassessment Investigate options for supporting modular curriculum structures
  • 3. School Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov DecA&C 262 7 3 9 1215 6Bus 252 365 12 41 2 1 67 1823 183 64 48CMS 882 2 4 1 13 25 936 12Edu 214 17 16 7 18 13 6 1 1447 32 1Eng 189 2 5 2 5 580 54 8HSC 228 17 168 87 1 2 1153 8 8Hums 23 1 101 15 873 16 2IG 17Pharm 41 21 54 23 53 29 20 88 115 64 44 24NRI 16 18PD 27 37 40 16 2 83 83 11 731 3 16 91Science 174 11 93 18 4 4 984 136 1Total 2308 470 129 361 185 142 212 227 9892 514 135 172
  • 4.  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.
  • 5.  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
  • 6. 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)
  • 7. ◦ 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)
  • 8.  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.
  • 9. 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)
  • 10.  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

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