Example - programme annual monitoring report
Guidance 7(iv)
Guidance 7 (iv) Example – programme annual monitoring report
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Overview commentary
Action table
Good practice table
Overview commentary
Last year we went through a successful revalidation of the programme. From September 2013 all students will transfer to the new revalidated
programme.
Learning facilities
The students were unhappy with draughty, overcrowded and noisy lecture theatres and seminar rooms. These facilities have been refurbished
and the relocation of the programme has been welcomed. The recently refurbished computer labs and increased open access PCs have been
welcomed by staff and the students, although there have been issues with downtime. Library stocks have increased and two new electronic
journals are now available. There is evidence that students have been supported by the staff and the progression rate has improved.
Staff recruitment and development
We have recruited one new member of staff to teach a specialist module, and two other members of staff have been welcomed to strengthen
the programme team.
The team has undertaken the following staff development:
Teaching and Learning sessions (assessment, curriculum development, diversity)
Teaching and learning conference and mini conference attendance.
External conferences and workshops.
Action table
The action table shows some example actions. As actions should be generated from the evidence, thus not all sections may have an action.
For progress on actions it is useful to show the date when progress entries are made, and change text to italic, bold or coloured. When an
http://www.mdx.ac.uk/Assets /guidance7iv.doc
2013/14
Example - programme annual monitoring report
Guidance 7(iv)
action is completed either highlight the entire action to show completion or add ‘completed’ at the end of the progress notes. When the
snapshot at year end has been submitted, save the file for future reference, the completed actions may then be removed from the table(s).
Action
No
Point for
consideration
Source
(evidence
of issue) –
please
cross refer
to issues
raised in
the report
1 Recruitment and Profiles
1.1
Gender balance Admissions
of programme data
trend towards
significantly less
male students
over last two
years.
Action plan to be
followed (use bulleted
list if appropriate)
The gender balance for
Computing Science
programmes has
traditionally been
biased; however
investigations will be
conducted to identify
how this could be
addressed.
Investigate the
marketing and
applications / enrolment
ratio.
Success
criteria for
meeting action
(measurable
outcome)
Action
required by
whom and
date for
completion
Report
back
via and
date
Progress (citing date and
evidence as appropriate)
Gender balance
less biased, or
evidence that
attempts have
been made to
redress the
balance.
Evidence admissions data
Programme
Team
May 2010
QMR
Feb
2011
March 10 -Discussions held
with current female students
and ideas used to improve
future cohort enrolments.
Ratio of applicants / enrolled
shows conversion rate is
less for female applicants.
Sept 10 - Implemented more
focused support to female
students at open days and
within bridging modules
materials.
Dec 10 – Evidence of
improvement
Monitor in future years.
Use this section to keep a
log of any progress made
and show the final outcome
of this particular action.
Hold focus groups with
current female students.
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Example - programme annual monitoring report
1.2
Qualifications
profile indicates
a significant
drop in students
with AS level,
and more
mature students
Admissions
data
Investigate marketing
and demographics of
the cohort.
Implement closer links
with local institutions
where progression of
students is a possibility.
Guidance 7(iv)
A better
understanding of
why we attract
more students
with AS level
and mature
students.
Programme
Team
May 2010
QMR
Feb
2011
April 10 - Discussions with
the MU Marketing team
resulted in organised visits,
and closer links with local
institutions to raise the
profile of MU and attract
more local students to our
programmes of study.
Dec 10 – Higher proportion
of progression from local
colleges and AS
qualifications.
Action completed.
Programme
Team
May 2010
QMR
Feb
2011
March 10 – analysis of
module results identified a
key module where the
failure rate was high, and
student performance in the
following module in level 2
poor.
May 10 – programme team
identified enhancements to
teaching and learning
methods within the module.
September 10 – Module
enhancements in place for
new cohort.
Recruitment of
more students
from local
institutions.
Evidence admissions data
2 Progression and Achievement
2.1
Decrease in
Assessment
number of
data
students
progressing
through the
programme
( F/T only)
Investigate the module
achievement of the
students to identify
modules that may be
bottlenecks for
progression.
Resolve any
bottlenecks,
identified,
resulting in a
greater number
of students
progressing
through the
programme
Evidence assessment
data
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Example - programme annual monitoring report
Guidance 7(iv)
2.2
Adverse change
in pattern of
awards, less 2.1
more 3rds.
Assessment
data
Investigate the module
achievement of the
students to identify
modules that may be
producing this effect.
A greater
number of
students
achieving a 2.1
Evidence assessment
data
Programme
Team
May 2010
QMR
Feb
2011
March 10 – analysis of
module results identified two
modules where the
achievement grades are
noticeably lower. The team
identified a prerequisite
module, which appeared to
be poor preparation.
April 10 – programme team
reviewed the learning
outcomes and core content
of the module. Changes
were agreed and permission
requested from school
quality committee.
September 10 – Module
enhancements in place for
new cohort.
2.3
Achievement of
one ethnic
group
significantly
poorer.
Assessment
data
Investigate the teaching
and assessment
methods to seek to
provide support for this
group.
Improved
achievement of
this particular
ethnic group.
Evidence assessment
data
Programme
Team
June 2010
QMR
Feb
2011
March 10 – identification
that the written work in
particular is much weaker.
April 10 – Work with ELLS
to provide support to the
students. Embed this
additional support for future
cohorts to allow all students
to benefit.
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Example - programme annual monitoring report
3 First Destination
3.1
% of Students
gaining
appropriate
employment
Careers
data
Guidance 7(iv)
Investigate currency of
the programme, and
marketplace
opportunities.
Closer
relationship with
careers
department.
Work with the Careers
department to gain an
understanding of why
this is happening, with a
view to improving the
future number of
students in suitable
employment.
Improved
numbers into
employment
Evidence Careers data
Programme
Team
June 2010
QMR
Feb
2011
March 10 – Analysis of skills
required for employment
opportunities in this area,
identifies areas for
enhancement. Evidence that
students are applying but
failing to gain interviews or
be offered positions.
May 10 – Team discussions
re changes to programme to
address this.
June 10 – Work with
Careers staff to offer more
focused support to prepare
students.
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Example - programme annual monitoring report
4 Curriculum Development
4.1
New
Staff
development in
research
the field, staff
findings
research
identified new
material for
embedding into
one or more
module(s) .
5
New Programme
shares modules
allowing more
specialism looks
promising
Department
meetings
Guidance 7(iv)
Team to discuss where
this material could be
embedded and the
effects on Learning
Outcomes for the
modules/ programme.
Enhanced
modules
developed and
accepted by
school quality
committee.
Evidence –
meeting minutes
Programme
Team
June 2010
QMR
Feb
2011
Example –
March 07 – Team
discussions held, changes
to programme were agreed
and permission requested
from school quality
committee.
Team to discuss
development, resource
implications & market
opportunities.
Introduction of
new specialised
programmes if
resources
available.
Evidence –
meeting minutes
Programme
Team
June 2010
QMR
Feb
2011
March 10 – Team
discussions held, changes
to programme identified
significant additional
resources.
May 10 – Resources not
available – thus
developments to be
considered at a future date.
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Example - programme annual monitoring report
6 Learning Teaching and Assessment
6.1
Students
feedback
Team to discuss
perceive that
forms /
methods to improve this
they do not
Bords of
perception;
receive enough
Study
Ensure students are
feedback.
minutes
aware of all forms of
feedback provided to
them
Ensure the feedback
provided is timely and
beneficial
6.2
Concern that
grades are
inflated in a core
module, due to
the nature of the
assessment
tasks
EE report
Team to discuss the
assessment for the
module(s) and respond
accordingly.
Guidance 7(iv)
Student
perception
improved in
future surveys.
Evidence –
feedback forms
Programme
Team
June 2010
QMR
Feb
2011
EE and team
satisfied that the
grades are not
inflated due to
this in future.
Evidence – EE
report
Programme
Team
June 2010
QMR
Feb
2011
March 10 – Team
discussions held, student
handbooks to include more
information re feedback
mechanisms and staff to
explain the mechanisms
when discussing the
assessment in class
sessions.
May 10 – Development of a
standardized feedback form
to be used to support the
marking process.
March 10 – Team
discussions held, student
handbooks to include more
information re feedback
mechanisms and staff to
explain the mechanisms
when discussing the
assessment in class
sessions.
July 10– Development of a
standardized feedback form
to be used to support the
marking process.
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Example - programme annual monitoring report
6.3
Concerns re
lack of
evidence of the
moderation
process
Assessment
board
minutes
Team to ensure all work
is moderated to the
university and school
procedures
7 Learning Resources and other support services
7.1
Library
Bords of
Team to identify new
resources are
Study
provision and work with
identified to be
minutes
LR to ensure provision
poor in a
is supplemented as
specific area
appropriate.
7.2
Students identify Bords of
Team to inform
poor
Study
technical support (LR/
maintenance of
minutes
CCSS) or equivalent of
PCs in lab
the issues.
rooms.
Team to ask that
students report
maintenance issues as
they occur.
Guidance 7(iv)
EE satisfied that
the moderation
process is being
applied as
published.
Evidence –
assessment
board minutes ,
EE report
Programme
Team
June 2010
QMR
Feb
2011
April 10 – moderation
workshop held to ensure all
staff familiar with required
procedure and
documentation.
Oct 10 – EE reports at
assessment board and
within report –satisfaction
with process.
Library stock
improved.
Programme
team
QMR
Feb
2011
Maintenance
levels improved.
Programme
Team / LR
June 2010
QMR
Feb
2011
May 10 – LR alerted to list
of required books and
journals.
Oct 10 – Books in stock and
e journals available
March 10 – Students
emailed request to ensure
maintenance issues are
reported.
May 10 – Situation improved
– less equipment down time.
Nov 10 – BoS student report
issue resolved.
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Example - programme annual monitoring report
Guidance 7(iv)
7.3
Oasisplus
response time is
slow causing
issues when
working form
home.
Bords of
Study
minutes
Team to inform
Oasisplus technical
support of the issues.
Oasisplus
response time
improved, if
feasible, (where
fault is within
MU control.)
Programme
Team /
Oasisplus
tech support
June 2010
QMR
Feb
2011
7.4
Academic staff
are not available
when the
students are
free on campus
Bords of
Study
minutes
Team to ensure staff
office hours are set at
suitable times to enable
most students access.
Staff
accessibility
improved.
Programme
Team
June 2010
QMR
Feb
2011
May 10 – Oasisplus
technical team investigation
shows there are no
technical issues at this end,
Suggest students work with
a different browser (Mozilla.)
which may improve speed.
June 10 – Student s
informed
Nov 10– BoS students
report that this has helped
improve the situation.
March 10 – Staff academic
advice sessions linked to
the timetables of the student
programme for new cohort.
Sept 10 – Student informed.
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Example - programme annual monitoring report
8 Quality Management Process
8.1
EE report not
made available
to team
8.2
Statistics are not
readily available
/ easy to access
Guidance 7(iv)
Team to work with the
group administrators to
ensure EE reports are
accessible by all staff.
External
Programme
examiner reports Team
published on the Oct 2010
schools Intranet
or available in a
shared drive
area.
Team informed
when report
received.
QMR
Feb
2011
Team to work with
school / local data
provider to agree
suitable access
arrangements
Data availability
improved
QMR
Feb
2011
Programme
Team / HoD/
school
Oct 2010
March 10 – Team receives
report and provides
response for delayed report.
Agreement made where
reports are to be stored
locally to enable all relevant
staff access to reports.
Nov 10 – Team notified
report received and a copy
obtained from resource
area.
Dec 10 – team response
sent to Associate Dean
LQE.
March 10 – school / local
data provider agrees a
format and resource area for
data once received form
central data provider.
May 10 – School in
discussion with central data
provider to ensure data is
provided in a suitable format
and to an agreed timetable.
Dec 10 – Data provided but
improvements /
enhancements are
suggested to the school to
forward to central provider.
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Example - programme annual monitoring report
9 Operation and Management of Collaborative Links
9.1
Franchise or
Team to work with
overseas
school / link tutor to
programme
agree suitable
information not
deadlines and work to
available to
these.
include in report
to agreed
deadlines
Guidance 7(iv)
Information
timely
Programme
Team / HoD/
school
Dec 2010
QMR
Feb
2011
March 10 – meeting with all
interested parties to agree
the information required and
set deadlines.
June 10 – actions received
– after consideration of data
for BoS and student
feedback .
Dec 10 – actions received –
after consideration of data
for admissions, BoS and
assessment results .
Feb 11 – all relevant actions
received.
Monitor for current year.
Good Practice identified as suitable for dissemination
Good Practice
Originator
Proposed method of dissemination
Collaboration with external partners and stakeholders to ensure
provision is appropriate to need and employability
Summer School (Year 11 pupils)
Membership of pan-London health profession.
Widening participating activities: sixth form conference (Sociology
and Criminology),
HSSC
Teaching and learning committee.
ARTS
Teaching and learning committee.
recruitment operation group.
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