This document discusses two models of two-year degree programs: one at the University of Buckingham and one at the University of Northampton. The University of Buckingham model involves four terms per year with 9 weeks of teaching per term and exams held in vacation periods. Students take 180 credits per year. The University of Northampton model involves a mix of on-campus and distance learning, with credits split over years 1 and 2. The discussion covers benefits and challenges of the two-year model for students, administrative staff, academic staff, and institutions. While a faster pace may benefit some students and employers, it also brings pressures around research time, staff workload, and institutional processes. Adopting the two-

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The Two Year Degree:
A Model for the Future?
AUA Midlands Regional Conference
Wednesday 14 January 2015

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Aims of Today:
• Learn more about differing models of two year degrees
• Discuss and debate some of the wider issues around the
model
• Think about the implications of the structure on your
own job
• Consider which of the professional behaviours you think
are most needed in the structure

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A bit about us first……
Nick Allen – Executive Officer,
Office of the Vice-Chancellor,
University of Northampton
Pearl Lewis – Quality Assurance
Manager, University of Buckingham

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A History of Buckingham
• An independent (alternative) provider.
• Offers a traditional model of independence
• UB unique amongst alternative providers.
– In existence for over 35 years
– Degree Awarding Powers under Royal Charter
– Two-year degree
– Four term academic year – January-December
– Small – 2000 students

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A History of Northampton
• A post-1992 University;
• University Status and Research Degree Awarding
Powers conferred in 2005;
• Broad range of subjects offered;
• Traditional September – June terms with some
exceptions (in health related courses);
• Unique programmes (leather technology, waste
management and lift engineering).

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The Two Year Model at Buckingham
• Teach for 36 weeks teaching a
year, with four weeks of
examination
• Multiple Entry Points -
September, Jan, and July
entries
• 180 credits a year for UG, as
opposed to 120 for a three year
model.
• Exams boards and marking take
place in vacation.
WINTER TERM
9 WEEKS OF TEACHING
2 WEEKS VACATION
SPRING TERM
9 WEEKS TEACHING
2 WEEKS EXAMS
3 WEEKS VACATION
(INC MARKING, EXAM BOARDS,
REGISTRATION)
SUMMER TERM
9 WEEKS TEACHING
2 WEEKS VACATION
(INC REGISTRATION)
AUTUMN TERM
9 WEEKS TEACHING
2 WEEKS EXAMS
5 WEEKS VACATION
(INC MARKING, EXAM BOARDS,
REGISTRATION)

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The Two Year Model at Northampton
• Year 1 (September to June) – 120 Level 4
credits plus 20 level 5 credits
• Year 1 summer (June to September) – 40 Level
5 credits under supported distance learning
• Year 2 (September to June) – 60 Level 5 credits
and 80 Level 6 credits
• Year 2 summer (June to September) – 40 Level
6 credits (dissertation)

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Students
Quicker
• However, shorter holidays, more intensive degree, limited time for
part time job to support fee payments and living costs.
Cheaper fees and saved living costs
• Student loan system doesn’t reflect this and student self financing
needed.
Employers like it
• Work ethic instilled in students
• HEA report shows employer bodies are in favour: standards, outputs
and QA processes more important than time spent
• However - limited time for internships/work placements during
studying

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Students
Multi entry point at UB gives flexibility
• However, continuous terms present difficulties for students resitting
exams, and on Tier 4 visas.
Time for Sports and Societies
• Some say this is reduced, but Buckingham still manages to offer a
wide range of activities.
Student satisfaction
• UB students like it, there is a market for it, and generally the students
cope well.
• High staff student ratio at UB also helps support students through
two year system
• There is little difference in satisfaction between standard and
intensive students at Northampton.

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Students
Mixed mode of delivery at Northampton
• Can be confusing for students, however, as a modular based
institution, this does not cause too many issues;
Timetabling at Northampton
• As there are few intensively delivered programmes, timetabling issues
have been resolved;

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Administrative Staff
Challenge of continuous movement at Buckingham
• Quick change can be a good thing
• However, little time for reviewing and taking stock, planning work,
making changes
Quick turnaround time at Buckingham
• Impact on marking, exams, registration, is a pressure.
Modular structure at Northampton
• Modular structure assists students through their programme and puts
little additional pressure on administrative staff
Forgotten few at Northampton
• Intensive students can be overlooked when it comes to ceremonies
(as these are organised proactively).

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Administrative Staff
Pathfinder Pilot (HEA 2007 Report)
• Pathfinder project found difficulties with two year system in releasing
staff for training and development or to implement new systems
• Leeds Met found that barriers to change were actually in entrenched
working practices, and not staff contracts. Realigning systems and
processes is needed in two year system.

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Academic Staff
Research
• No long summer break for research/sabbatical at UB
• But UB staff have one term study leave each year
• At Northampton - supported distance learning (in year one) and
dissertation support (in year two summer) can be undertaken
around research and scholarship leave.
Quick turnaround time at UB
• Impact on marking, exams, registration, is a pressure.
Staff Student Ratio/Access to Staff
• Small staff student ratio at UB means staff get to know students
and support them – this is still very popular with students and
satisfaction with academic staff support is high.
• Some impact on access to staff at Northampton during the
summer, but increasing electronic contact.

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Institutional Pressures
Campus Renovation
• Renovation work difficult during short holidays at UB
• No impact at Northampton – summer works can continue but need to take
into account other ‘long’ delivery programmes (in health)
Sector Structures Favour Three Years Degrees
• HEFCE/student loan funding doesn’t recognise it
• NSS/HESA return – December finishers
• NUS structures and support - still around 3 year/sabbatical officer structure
Time for Review
• Changes/taking stock can be difficult in continuous terms.
Quality assurance processes
• Continuous terms put pressure on some QA review activities at UB
• Little impact on quality assurance processes at Northampton - save for the
review of intensive students at the end of the summer as opposed to before
the summer.

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Group Discussions – 10 minutes
Issues, plus positives and negatives of the following
areas in relation to the two year degree:
• The research environment
• The student workload
• The student life
• The reputation of UK HE

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Group Discussions
Research Environment
• Research grants part of university funding. Impact on this funding if
two year model was adapted unknown.
• Balance of teaching and research would be altered.
• Financial savings made from increased efficiency would cover the gap
from research funding.
• Research will always be an important factor for prospective students
• Diversification of sector to have some non-research institutions is a
good thing – student profile and demand changing: rise of
professional courses and degrees

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Group Discussions
Student Workload
• Two year workload encourages students with hard working attitude
studying for right reasons – good thing.
• But – degrees are same level taken in two or three years, still as
difficult, just different pace
• Introduction of £9k fees has increased number of students with hard
working attitude anyway – students are demanding more and
working harder because they have paid more.

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Group Discussions
Student Life
• Importance of extra curricular activities/wider education in student
experience – enough time on two year programme?
• Students spend no less time at university – it is just spread over two
years and not three.
• Less breaks allows more cooperation between students for these
activities as no disruption by breaks.

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Group Discussions
Reputation of UK HE
• Two year degree recognised enough internationally?
• Two year degrees across all of UK would remove UK from Bologna
completely? HEA Report 2007 found that accelerated programmes don’t
contravene the principles of Bologna.
• House of Commons Education and Skills Committee agreed in 2007 that
UK already has a global reputation for high quality.
• UK second only to the United States for attracting foreign students to
study. US offers accelerated programmes in 250 institutions.

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A Model for the Future?
NO
• Not likely to be adopted by established, research-focussed universities unless the
government adopts measures to support them. It would require a huge culture change
• Staff contractual matters would need to change, and UCU are opposed
• Huge cultural change would be needed, plus structural and working pattern upheaval
• Government funding would have to change
• Student demand for traditional three year still in place
YES
• Being introduced increasingly by alternative providers (BPP and University of Law)
• Strong place for it especially with higher fees – effective use of the full year to study
• With the right support systems in place and a low staff student ratio, it works.
• Quality of degree not impacted
• Employers are overwhelmingly in favour
• Student choice, profile, and demand is changing – diversification of sector is a good
thing.

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Professional Development Discussions
Activity 1
• Find a partner and take it in turns to discuss the
potential/current implications of a two year degree for your
own job
Activity 2
• On the worksheet, try to prioritise the professional
behaviours in relation to those most relevant to working
in a two year degree structure

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More information at www.aua.ac.uk
Email: aua@aua.ac.uk
Call: 0161 275 2063
Association of University Administrators (AUA)
@The_AUA