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ANGLIA RUSKIN UNIVERSITY

The Senate

Summary Report of the Annual Monitoring of the Delivery of Taught Pathways in the Academic Year 2005/06

1. Introduction

1.1 The purpose of this paper is to provide a summary to the Senate on the annual monitoring process for delivery of pathways in 2005/06, conducted between September 2006 and March 2007.

1.2 The following reports are attached as appendices 3 - 9 and were the main sources of information for the Summary Report:

Five Faculty Board Overview Reports (Arts, Law & Social Sciences; Business; Education; Health & Social Care; Science & Technology). All Overview Reports were approved by the relevant faculty boards at meetings held in February/March 2007;

Synoptic Report for all foundation degrees (this report complements the individual monitoring of foundation degrees undertaken as part of the standard process and provides an overview of the foundation degree award);

Annual Institutional Review of Edexcel Licensed Centre BTEC Programmes (this report forms the annual reporting process for Edexcel and complements the individual monitoring of Edexcel higher nationals undertaken as part of the Anglia Ruskin standard process).

1.3 The Senate is invited to consider this report, agree appropriate action where necessary and conclude the annual monitoring process of delivery in 2005/06. A summary of all recommendations contained with this report is attached as Appendix 2.

2. Process

2.1 The main structure and organisation of the annual monitoring process for delivery of pathways in 2005/06 was largely unchanged (a few minor enhancements were agreed by the Senate in April 2006) with the Programme level Annual Monitoring Report (AMR) remaining the principle focus of the process. This represents the significant progress that has been made with the process in addressing: (i) issues highlighted by colleagues through various feedback mechanisms; (ii) the re-organisation in 2005 of Anglia Ruskin and resultant changes to the curriculum management structures and; (iii) the May 2004 QAA Institutional Audit report. A three staged process has now been used for the last three academic years and it is clear that the revisions made to the process have become established and largely well understood. In general, it can be reported that the process in the year to which this report refers has operated smoothly and efficiently.

2.2 At its meeting of 26th April 2006, the Senate agreed to some further amendments and enhancements to the process, as mentioned above. These changes included:

the introduction of the concept of ‘commendable and/or significant achievements’ to help distinguish further between these and examples

Summary Report to the Senate 1 Annual Monitoring of Delivery in 2005/06

of good and innovative practice, following the introduction of a formal definition for the latter in the previous year’s process;

the change in sending a copy of the AMR(s) to all relevant external examiners, for information, from the formal AMR submission date (November) to after the Faculty Annual Monitoring Subcommittee has completed its business (February);

an amendment to the constitution of the Faculty Board Annual Monitoring Subcommittees, ensuring representation from other faculties to aid consistency and the sharing of good practice;

changes to the statistical requirements for the process and the presentation of these statistics (see para. 2.3 below).

The first three changes listed above were minor and not expected to cause any major difficulties and this has proven to be the case. The annual monitoring process has been enhanced as a result. The introduction of the concept of ‘commendable and/or significant achievements’ has helped to distinguish such “good news” items (which the faculties, understandably, wish to highlight) from other examples of more substantial “good practice” which can be disseminated and adopted for use in other parts of the institution. It is expected that this concept will be more widely used in future years as it becomes an established part of the process.

2.3 In April 2006, the Senate approved the recommendation made in the Annual Monitoring Summary Report that a special working group should be re-convened to consider further enhancements to the statistical element of the annual monitoring process. Such a meeting was convened in July 2006 by the Head of Quality Assurance and included the Pro-Vice-Chancellor (Quality & Enhancement), Associate Deans (with responsibility for quality assurance) from each faculty (or nominee), the Institutional Quality Assurance Officer (Annual Monitoring & PSBs), representatives of Communications & Information Technology Services (C&ITS) and the Policy Unit (representing UK collaborative partner institution interests).

The Group considered the two types of statistical data that are provided for annual monitoring:

(a) Module Statistics

It was agreed that these statistics, which provide information on a module by module basis of student performance (eg: mean marks, distribution within classification boundaries etc.) were well presented, easily understood and required little amendment. A few minor changes were agreed and implemented.

(b) Programme Statistics

These statistics were the main area of discussion. It was agreed that there was an element of confusion about the expectations of the level of analysis to be conducted by AMR authors and that the wide and varied range of statistics provided made useful analysis difficult. The Group agreed that, within the purpose of annual monitoring as defined in the Senate Code of Practice, the statistical requirements of the process had become too complex and should be simplified. It was also agreed to distinguish between the type of statistical analysis that is best conducted in an annual process (such as annual monitoring) and the type that is best conducted in a process which occurs over a period of time (such as periodic review).


Consequently, the statistical requirements for annual monitoring were revised to include: (i) Module level analysis; (ii) Student continuation and completion for the year being monitored (previously termed progression; changed to accord with the new Academic Regulations) and; (iii) classification. It was agreed that this analysis should occur on a year-by-year basis in the annual monitoring process. The consideration of student profile statistical information (e.g. qualification on entry, age, gender balance, geographical origin of entry, ethnicity, disability, socio-economic background etc.) should be moved to the periodic review process as this allows analysis over a period of time (normally five years) where the analysis is more appropriate and meaningful trends can be determined and action implemented if necessary.

Subsequent to the meeting, the AMR template was revised to accommodate these changes and discussed, considered and agreed, via correspondence, with the members of the Group. In addition, to facilitate the revised approach, the format and presentation of the Programme statistics was amended.

The impact of these changes on the process, and the feedback received from the faculties, is discussed in detail in section 6 of this report.

2.4 As in previous years, the Quality Assurance Division organised two staff development sessions, held in early September 2006, for those colleagues involved in the process. A total of 54 staff attended these sessions.

2.5 Staff development sessions for the annual monitoring process have become an established feature and these will again by provided in September 2007. The Quality Assurance Division will consider the feedback from the evaluation forms carefully when preparing future staff development sessions. The level of returned evaluation forms was much improved on the previous year with 30 of the 54 delegates (55.5%) returning forms compared to a disappointing 12 out of 52 (23%) in the previous year. This was highlighted as an area for improvement in the previous report to the Senate and good progress has been made here.

2.6 Analysis of the 30 evaluation forms completed by delegates showed that the sessions were generally found to be helpful (82.1% of respondents), instructive (78.6%) and constructive (82.1%). Also, it is pleasing to note that far fewer staff described the sessions in a negative manner than in the previous year: confusing (10% compared to 50%), challenging (3.6% compared to 33%) and difficult (0% compared to 25%). [The Senate will recall that the negative comments for last year’s session were mainly attributed to the complexities caused for the annual monitoring process by the change in organisational structures (see para. 2.6 of the Summary Report for 2004/05)].

2.7 The main sessions were complemented by sixteen further sessions, delivered by colleagues from C&ITS, dedicated to accessing and using the revised statistical data provided to support the annual monitoring process.

3. Conclusions

3.1 All five Faculty Board Overview Reports confirm that the annual monitoring process of the delivery of pathways in 2005/06 was conducted effectively and undertaken in a sufficiently critically reflective manner. In particular, the Faculty of Arts, Law & Social Sciences once again reports a good level of engagement by staff with the process and an improvement in the quality of the individual AMRs.


3.2 With regard to the essential requirements of the annual monitoring process, all Overview Reports confirm that AMRs have been received for all Programmes with all the prescribed attachments.

3.3 As noted in its Overview Report, individual AMRs for some Programmes in the Faculty of Education were not completed by the due date. This was due to the work required in preparation for, and during, two successful consecutive OFSTED visits which occurred in late 2006 and early 2007. The Quality Assurance Division was informed of the delay, and this did, to a small extent, delay the institutional oversight of the process (conducted by the Quality Assurance Division). However, the Faculty reports that these delays did not prevent the Faculty Board Annual Monitoring Subcommittee from undertaking its responsibilities with regard to the process and the Quality Assurance Division can report that the institutional oversight of the process was conducted for the affected Programmes albeit later than scheduled. It is recognised that preparation for engagement with external agencies is very important and time consuming and, on occasions when such visits occur during the annual monitoring cycle, it is necessary to accommodate these commitments whilst ensuring that the basic principles which underpin the annual monitoring process are maintained. This was achieved in this instance.

3.4 The Overview Reports confirm that, in general, the action plans attached to the individual annual monitoring reports were well constructed and followed the S.M.A.R.T. format. The Faculty of Arts, Law & Social Sciences reports that its Action Plans reflected the issues identified and were informed by statistical analysis where appropriate. The Ashcroft International Business School describes its plans as “good, realistic and informed”. The Faculty of Education notes an improvement on the quality of its Action Plans but reports that a small number continue not to follow a S.M.A.R.T. format in a sufficient manner, an observation shared by the Institute of Health & Social Care. Both faculties highlight this as an area for development in future cycles of the process and have required the appropriate Programme Leaders to amend their Action Plans accordingly. The issue of S.M.A.R.T. Action Plans will continue to be a feature of the staff development sessions.

3.5 All the Overview Reports confirm that external examiners’ reports were positive and complimentary and were used effectively as part of the annual monitoring process. In general, responses to the reports had all been provided and S.M.A.R.T. Action Plans included reference to external examiners’ comments where applicable.

3.6 Two recurring issues were raised through external examiners’ reports:

The assessment calendar and the short period of time allocated to external moderation;

The quality of referencing by students in written work.

[The Senate is reminded that the first issue was identified during the previous year’s annual monitoring process and a Working Group was convened to consider the assessment calendar and is scheduled to report to the Senate in 2007.]


It is recommended to the Senate that the issue of the quality of referencing by students in written work is highlighted to Programme Leaders who will be asked to comment explicitly on this matter in the following year’s AMR and which will be reported in next year’s Summary Report to the Senate.

3.7 Last year’s Summary Report to the Senate noted four recurring issues which had been raised through external examiners’ reports on the academic year 2004/05. The Senate agreed to require Programme Leaders to comment on these issues explicitly in this year’s AMRs, the template for which was amended to facilitate this. From the Faculty Overview Reports, the following comments can be made:

(a) Ineffective communication with external examiners

There has been less concern expressed by external examiners on this issue with none of the Faculties reporting this as a major issue for concern. The Annual Quality Assurance Report to the Senate (November 2006) highlighted those external examiners who felt that effective communication had not been established with them during 2005/06 and the relevant Faculties and/or Departments are already seeking to address this issue accordingly.

(b) The need to identify and implement modern systems for the detection of plagiarism

The Faculty of Science & Technology was the only Faculty to report on this matter explicitly in its Overview Report, describing how it has adopted web-based strategies for detecting plagiarism. The issue has not surfaced as a recurring theme in 2005/06 external examiner reports.

(c) The short period of time in the calendar allocated to external moderation

All Faculties reported that this continues to be a concern of external examiners in 2005/06. The Faculty of Science & Technology reports that is has introduced some new internal procedures to help relieve some of the pressures which occur during the main assessment periods. As reported, this issue is being considered by the Senate - see para. 3.6 above.

(d) A lack of understanding of the two-tier assessment process and, in particular, responsibilities of tier one (Departmental Assessment Panel) external examiners.

The Faculty of Science & Technology reported that these concerns had appeared to be allayed. The Faculty of Education also highlighted the issue in its report but noted that some minor work can be undertaken at Faculty level to resolve the matter. [The Senate is reminded that this issue is a significant part of the now well established institutional induction for new external examiners and was also re-asserted to external examiners as part of the implementation of the new Academic Regulations which make the two-tier function explicit.]


As referred to above, issues (c) and (d) are being addressed by other institutional level processes so do not require further consideration through the annual monitoring process at this stage. However, issues (a) and (b) above would benefit from continued scrutiny and, therefore, it is recommended to the Senate that the issues of ‘effective communication with external examiners’ and ‘modern systems for the detection of plagiarism’ are rolled forward to next year’s annual monitoring process and highlighted to Programme Leaders who will be asked to comment further on these matters in the AMR and which will be reported in next year’s Summary Report to the Senate.

3.8 Although discontinued in 2004/05, the final year of the University Assessor scheme highlighted one recurring theme emerging from university assessors’ reports which the Senate agreed to require Programme Leaders to comment on explicitly in this year’s AMRs. The issue concerned the need to continue to improve communication between Anglia Ruskin departments and collaborative partners, especially since the closure of the former Regional Office.

The Faculty of Science & Technology, whilst highlighting that communication with collaborative partners has improved, recognises that the management and quality assurance of the delivery of pathways in regional partners demands a disproportionate time commitment, especially for pathways attracting a small number of students. The Faculty of Education commented that the integration of the region with core Anglia Ruskin activity had provided greater opportunities for the Faculty to work with regional collaborative partners and welcomed this move generally. None of the remaining Faculty Overview Reports explicitly comment on this issue.

Therefore, it is recommended to the Senate that this matter is rolled forward to next year’s annual monitoring process and highlighted to Programme Leaders who will be asked to comment further in the AMR and which will be reported in next year’s Summary Report to the Senate.

3.9 All the Overview Reports report that all actions identified in the previous year’s S.M.A.R.T. Action had either been completed or rolled forward for inclusion in the Action Plan for 2006/07, due to the medium-long term nature of the issue or where timescales required revision.

3.10 There were no major issues of concern raised by any of the Overview Reports with regard to professional and statutory bodies.

3.11 There were no major issues of concern raised by the synoptic report for foundation degrees.

3.12 There were no major issues of concern raised by the Annual Institutional Review of Edexcel Licensed Centre BTEC Programmes report.

3.13 Overall, the Senate can be confident that the annual monitoring of the delivery of pathways in 2005/06 has been conducted effectively.


4. Issues of Institutional Significance

4.1 The following issues of institutional significance were reported:

4.1.1 The Overview Reports from the Faculty of Arts, Law & Social Sciences and the Ashcroft International Business School highlight their concerns about plans for the admissions processes for professional pathways (e.g.: Law and Accounting), which tend to have complex and unique entry requirements, to be managed by the University Registry instead of the relevant Programme, Department or Faculty.

4.1.2 The Overview Reports from the Faculty of Arts, Law & Social Sciences and the Faculty of Science & Technology highlight concerns about the standard of teaching accommodation and other physical resources at the Essex (Central) Campus.

4.1.3 The Overview Reports from the Faculty of Education, the Institute of Health & Social Care and the Faculty of Science & Technology highlight the constraints under which they are operating as a result of the restrictions placed on recruiting new staff and/or reliance on part-time temporary staff.

4.1.4 The Overview Report from the Faculty of Science & Technology highlights concerns regarding the standard of written English and, whilst introducing initiatives at Programme and Faculty level, seeks further support in its efforts at an institutional level.

4.1.5 The Overview Report from the Institute of Health & Social Care welcomes the amendments and improvements made to the module evaluation process, especially those used to reflect practice placement issues, but requests the future consideration of electronic submission.

4.1.6 The Overview Report from the Institute of Health & Social Care highlights the need for the external examiner report template to be revised to require more specific comment on issues of practice placement from appropriate external examiners in order to satisfy the requirements of professional and statutory bodies.

4.2 It is recommended to the Senate that the above issues are reported to the relevant responsible managers who are then required to provide a written response to the next meeting of the Senate, detailing any action planned, or taken, to address these issues.

4.3 The Faculty Overview Reports from the Faculty of Arts, Law & Social Sciences, Ashcroft International Business School and the Institute of Health & Social Care also highlight, as an issue of institutional significance, the pressures caused by the configuration of the existing assessment calendar and the short period allocated to the marking process. As mentioned earlier in this report, this issue has already been referred to a Working Group, on behalf of the Senate, which will be reporting its conclusions in due course (see para. 3.6 above). No further action via the annual monitoring process is therefore proposed.


5. Examples of Good and Innovative Practice for Wider Dissemination

5.1 Anglia Ruskin defines good practice as:

"a method, strategy, system, procedure or process, which has, over an appropriate period of time, resulted in improved academic standards, an enhanced quality of education and/or an improved level of service to stakeholders (eg: students, staff, external examiners, collaborative partners, employers etc.) and which can, when appropriately adapted, be implemented in other areas of the institution."

Such good practice can be evidenced in a variety of ways. Examples include student performance, statistical information, feedback from stakeholders (ie: via questionnaires, Programme Committee meetings, Employer Liaison Panel meetings etc.).

5.2 In April 2006, the Senate agreed to introduce the concept of ‘commendable and/or significant achievements’ (see para. 2.2 above) to complement the examples of good and innovative practice. Faculties are invited to identify, from the information provided by the Programme AMRs, examples of good and innovative practice which meet this definition. This has been done by all the faculties and these are listed in Appendix 1.

5.3 It is noted that the Ashcroft International Business School has provided, as its list of examples of good practice, those examples identified by external examiners in their reports for 2005/06, as previously reported to the Senate in November 2006. Although these are acknowledged and welcomed as examples of good practice (and hence are detailed in the appendix), no other examples have been identified (it is not the intention of the annual monitoring process to merely repeat those reported by external examiners). The School’s Programmes are encouraged, in future years’ AMRs, to identify other aspects of good and innovative practice which are supported by other sources (such as module evaluation, student feedback, Programme Committees, employers, etc.) in addition to external examiners’ comments and reports.

5.4 The Senate is invited to endorse the examples of good and innovative practice and commendable and/or significant achievements listed in Appendix 1 which shall then be disseminated to the wider Anglia Ruskin community with details of colleagues who can be contacted for further details. The information will be provided to all Deans and Associate Deans of Faculty, Directors of Studies, Heads of Department, Programme Leaders and HE Co-ordinators at collaborative partner institutions. In addition, the information will be received and considered by the Learning & Teaching Committee and the Faculty Learning & Teaching Subcommittees.

6. Further Enhancements and Amendments to the Future Process

6.1 As is normally the case, a number of comments have been returned via the Overview Reports and other informal sources about the main AMR template, the Reader’s Report template and the associated guidance notes. These are generally useful comments about wording and style which will be adopted for next year’s process. [Areas for enhancement include issues of practice placements, links and references to the Senate Summary Report, cross referencing between different report templates etc.].


6.2 As detailed in para. 2.4 above, further enhancements were made this year to the statistical analysis element of the annual monitoring process. All the faculties are asked to comment in their Overview Reports on this element of the process, including the extent to which AMR authors have used the statistical information provided to inform their evaluation and Action Plans. The comments contained within the Overview Reports fall into three main categories:

(a) Revised Statistical Analysis Requirements

The clarification and simplification of the type of statistical analysis (see para. 2.4 above) required by the annual monitoring process has been generally welcomed by all the faculties and is seen as a significant improvement and has facilitated a better level of analysis and, hence, conclusions. It is therefore recommended to the Senate that these revisions are adopted for future cycles of the annual monitoring process.

(b) Revised Format and Presentation of the Programme Statistics

The revised format and presentation of the Programme Statistics was also broadly welcomed by the faculties. In addition, access to the data, via the various Anglia Ruskin portals, improved. In the past, Programme Leaders were provided with a wide variety of different statistics, the presentation and format of which did not accord with the issues which the annual monitoring process required to be addressed and analysed. This caused confusion and made the task difficult and burdensome. The revised format matches precisely on to the revised requirements making it much easier for Programme Leaders to engage with the information they receive. A number of comments have been fed back to the Quality Assurance Division on further enhancements that could be made to the format and presentation of the statistics and the Quality Assurance Division will take these forward with relevant colleagues in C&ITS.

(c) Accuracy and Reliability of the Data

All the faculties highlighted concern about the accuracy of some of the Programme level statistics that were provided via the revised reporting format. The module level data is generally accepted to be reliable and accurate. In a number of cases, Programme Leaders reported coding errors which meant that students were listed as being on the wrong pathways. A number of faculties acknowledged that the transfer from the former 10/20 credit based curriculum to the new 15/30 credit based curriculum, which coincided with the introduction of a new coding strategy, will have caused some of these pathway level inaccuracies. However, it was also apparent that some of the perceived inaccuracies were due to a measure of misunderstanding of the new coding strategy. Consequently, some faculties also reported a number of Programme Leaders who opted to use their own, locally maintained, statistical information, instead of that provided at institutional level.

It is clear that significant progress has been made this year with the statistical aspect of the annual monitoring process in terms of (i) clarification and simplification of the requirements of the process and; (ii) the more closely aligned presentation of the data to the revised specified requirements. However, it is important that the issue of the reported inaccuracies of some of the Programme level data is addressed in order to increase the level of


reliability and confidence in the information that is provided. Therefore, the Head of Quality Assurance will convene a short-life working group to facilitate an investigation into the nature and sources of the perceived inaccuracies with the Programme level data with a view to enabling the resolution of the problems in time for next year’s annual monitoring process. The Group should involve appropriate faculty staff (e.g. Programme Leaders) who can help identify the areas that need to be addressed and appropriate University Registry and C&ITS staff who manage and maintain the information and student record systems.

6.3 As agreed by the Senate in April 2006, the use of a pathway level AMR for collaborative provision was discontinued. Such a report template had been used in the previous year in order to help facilitate the process of dialogue and consultation between Programme Leaders and Pathway Leaders when preparing the main AMR in recognition of the fact that the process was taking place in the first few months of the first year of operation of the new curriculum management structures (and, hence, the role of the Programme Leader).

The report was discontinued as part of Anglia Ruskin’s continued drive to simplify the annual monitoring process by reducing the levels of reporting to only three (the Programme, the Faculty Board and the Senate). This was in recognition of the organisational change which saw the integration of regional collaborative provision with that of core Anglia Ruskin and the inclusion of the need for regular liaison, throughout the year, with Pathway Leaders at collaborative partners within the role of the Programme Leader.

The Faculty of Arts, Law & Social Sciences, the Ashcroft International Business School and the Faculty of Science & Technology have all commented in their Overview Reports that the loss of the pathway level report from regional collaborative partners has made it more difficult to ensure the inclusion of the partners within the annual monitoring process. The re-introduction of the pathway level report for regional collaborative partners, in order to help capture information about the delivery of Anglia Ruskin pathways at those locations, has been suggested by two of the faculties.

The Quality Assurance Division’s experience of managing the previous year’s process, when such pathway level reports were used, was that, whilst the mechanism was used widely, it did cause confusion and tended to thwart, rather than encourage, dialogue between key staff in the process. A number of Programme Leaders merely appended all their constituent pathway level reports to their main Programme AMR without any adequate level of detailed analysis of the information contained in those reports nor any discussions with the various Pathway Leaders at collaborative partners. This lack of dialogue led to some Programme Leaders waiting for reports from collaborative partners to be received instead of pro-actively contacting relevant Pathway Leaders and discussing the operation of the pathway which falls within the remit of the Programme Leader. In addition, the pathway level report tended to be extended in its use to pathways delivered at Anglia Ruskin.

The Quality Assurance Division is reluctant to recommend that the pathway report is re-introduced as it is believed that the reasons for its discontinuation are still valid (see above). However, it is clear that further support for the Programme Leaders is required with regard to engagement of collaborative partners with the annual monitoring process. The Quality Assurance Division will therefore liaise with both Programme Leaders and the relevant collaborative partners during the summer of 2007, to identify the difficulties that have been experienced with a view to developing an aide-memoire to assist the liaison


between Pathway and Programme Leaders. The Quality Assurance Division will also review existing systems to determine if any further enhancements can be made (e.g. advice and guidance during the early stages of the process).

6.4 The Faculty of Arts, Law & Social Sciences and the Ashcroft International Business School both highlight the scheduling of the meetings of the Faculty Board Annual Monitoring Subcommittee meetings in late January and early February as causing difficulties as they clash with meetings of Departmental Assessment Panels (DAPs). The annual monitoring process operates from September to March of each academic year and the timing of the subcommittee meetings is designed to allow sufficient time for the Reader Report process (which is conducted during December) to be completed. The various papers for the subcommittees to consider (which includes the Readers’ Reports) then need to be collated in early January and copied and circulated to subcommittee members to allow sufficient time for them to be read in advance of the meeting. The meetings cannot be held later as the output of the subcommittee (the draft Faculty Overview Report) needs to be written and prepared in time for the late February/early March meetings of the faculty boards.

However, it is acknowledged that the clash with DAPs can cause difficulties and may prevent subcommittee members from being able to attend at a time when workload is heavy for academic colleagues. The Quality Assurance Division will consider this issue when drafting the timetable for the process in future years and will consult with the faculties appropriately.

6.5 Since the introduction of foundation degrees and the development of a core curriculum for foundation degrees at Anglia Ruskin, a Synoptic Report has been produced each year for the foundation degree award. This report was originally designed to assure the Senate of the progress and development of foundation degrees at Anglia Ruskin and, in particular, the implementation of the Anglia Ruskin core curriculum. Furthermore, many of the awards were delivered exclusively by regional collaborative partners and the Synoptic Report provided oversight of these pathways which were not delivered at Anglia Ruskin campuses. The principle of a core curriculum for Anglia Ruskin foundation degrees (amended in 2005) is now well established.

Following the re-organisation of Anglia Ruskin in 2005 and the integration of regional collaborative provision with that of core Anglia Ruskin, the responsibility for the quality assurance of academic standards and quality of education is now the responsibility of the relevant Programme and, hence, Department. The main Programme level AMR has been amended in recent years (following a decision by the Senate in April 2005) to request specific information about foundation degrees (and Edexcel provision).

In recognition of the developments and progress made over recent years, the foundation degree Synoptic Report now simply provides information that is duplicated from other aspects of the annual monitoring process. The core curriculum for these awards is now well established and the number of foundation degree pathways delivered exclusively by regional collaborative partners has decreased significantly as a result of the reorganisation of 2005. Therefore, it is recommended to the Senate that the Synoptic Report on foundation degree delivery is discontinued and foundation degrees continue to be annually monitored via the main Programme level AMR.


PAUL BAXTERHead of Quality Assurance

April 2007


Appendix 1Examples of Good and Innovative Practice

Faculty of Arts, Law & Social Sciences

The External Examiner commends the student handbook “Guidelines on the Practice and Presentation of Work in Communication and Film” as a model of good practice (Programme: Communication, Film & Media).

The External Examiner suggests that other programmes at Anglia Ruskin with a similar combination of elements might benefit from the good practice of the programme in overcoming the divide between theory and production work (Programme: Communication, Film & Media).

Second markers inserting comments on student work to increase the transparency of the double-marking process (Programme: English & Writing).

Synoptic Course Review module – highlighted by the External Examiner as an “exemplary response to the requirement that learners reflect explicitly and coherently on their student experience” (Programme: English & Writing).

The series of “Taste and Try” sessions delivered by the Cambridge Theological Federation across the region leading to increased recruitment and significantly widening participation (Humanities).

The presentation of ‘core’ philosophical materials in imaginative and creative ways, often through the stimulating use of general themes (EPH2003, 2009), as noted by the External Examiner (Humanities).

Public Service – a weekly Dissertation Discussion group set-up, designed to allow students to present their ideas or difficulties to other students in a forum guided by the lecturer. This had been a successful innovation that was reflected in the marks achieved by the students (Programme: Social Sciences).

External examiner for Public Service had praised the use of peer assessment for presentations in a number of Public Service modules. Students, with lecturer guidance, defined marking criteria for presentations and evaluated their peers using these guidelines (Programme: Social Sciences).

The enthusiasm with which students have greeted the European intercultural placement (Eurocampus Sept-Dec 06) within the MA Intercultural Communication in Europe. Of particular interest in the context of the Bologna process and to other parts of Anglia Ruskin (Programme: Languages & Intercultural Communication).

The practice of working together with a charity to offer educational opportunities to disadvantaged members of the community at a low cost to the Faculty is admirable and could possibly be followed throughout Anglia Ruskin University (Programme: English as a Foreign Language).

The use of WebCT to support delivery of all Level 1 modules on Law undergraduate pathways (Programme: Law Academic).

The management of WebCT on-line debates on the LLM International Sports Law pathway was praised by the External Examiner (Programme: Law Academic).


The inclusion of assessed tutorials was endorsed by the External Examiner as contributing to higher examination marks due to students improved knowledge base (Programme: Law Academic).

Development of Street Law – undergraduate students giving talks and advice to groups in schools on relevant legal issues has further developed their range of skills (Programme: Law Academic).

Development of collaborative links with other Departments both within and outside the University to enhance learning and teaching (Programme: Music).

Increased use of WebCT on the BA (Hons) Creative Music Technology pathway to improve on-line access for students (Programme: Music).

Curriculum Development away days for core and Regional Partner staff to enhance learning, teaching and assessment, including the development of generic assessment criteria for non-written components of courses (Programme: Music).

Continued integration of theory and practice across the curriculum, focusing on modules where students can engage in ‘embodied’ research as highlighted in the QAA Subject Benchmark statement (Programme: Performing Arts).

Developing a collaborative arrangement for shared research seminars with the University of Cambridge, relating to MA Children’s Book Illustration (Programme: Art & Design).

‘One off’ use of leading professionals in the practice field for MA Printmaking (Programme: Art & Design).

Ashcroft International Business School

There is an overall acceptable high standard across the board (in a number of modules student performance was exceptional and well above the comparable modules in other universities) (Department: Accounting & Information Systems).

The Personal Finance Management assignments are a good example of innovative approaches to assessment (Department: Accounting & Information Systems).

Module BUD1A07 is a good example of an excellent marking scheme that is easy to link to the award of the actual marks on student scripts (Department: Accounting & Information Systems).

Commendable administrative arrangements for external examiners (Department: Accounting & Information Systems).

A good variety of assessment methods are used (Department: Accounting & Information Systems). Internal moderation is of a high standard (Department: Accounting & Information Systems). The conduct of the DAP is very professional. The move to a DAP has given a welcome opportunity for higher quality dialogue between external examiners and staff (Department: Accounting & Information Systems). Communication between administrators and external examiners has been excellent


and documentation has been of a high standard (Department: Accounting & Information Systems).

Although no good practice is specifically identified, activities designed to bring enhanced practitioner characteristics to the Corporate Secretaryship module may well provide such an instance in future (Department: Accounting & Information Systems).

There is ample evidence of best practice in delivering the curriculum to the students aspiring to both academic and professional qualification (Department: Accounting & Information Systems). There is ample evidence of sound second marking practices and full dialogue, particularly in the care taken with the marking of dissertations (Department: Accounting & Information Systems).

The provision of agenda and papers, and other domestic arrangements for the DAP and its associated meetings, has been exemplary (Department: Accounting & Information Systems).

Course assessment is clearly related to industry and capitalises well on local contacts (Department: Human Resource Management & Marketing).

Assignments are logical, developing and progressive frameworks for students allowing scope for innovation, interpretation and student creativity (Department: Human Resource Management & Marketing).

The amount of research completed by FdA Hospitality students, which is very thorough, current and valuable (Department: Human Resource Management & Marketing).

The Anglia Hospitality/and associated subjects teams are strong in vocational experience, collaborate well together and show mutual respect and an empathy for each others' challenges in the teaching and learning role of other educational establishments and are to be commended (Department: Human Resource Management & Marketing).

The academic standards achieved by all three academic establishments within Anglia Ruskin's provision are thought to be very good examples of Hospitality provision. One FdA module (BUBP102) continues to be an exemplar of the purpose and ethos of foundation degrees (Department: Human Resource Management & Marketing).

Particular strength lies in the inter-establishment collaboration on the creative interpretation of definitive documents, appropriate and interesting assignment setting and the moderation process (Department: Human Resource Management & Marketing).

It may be useful to review further opportunities for practice based assessment or potential for computer aided interactive assessment (Department: Human Resource Management & Marketing).

Curriculum design appears to be forward looking and innovative, with a clear focus on enhancing the student experience (Department: Human Resource Management & Marketing).


Good quality teaching and learning methods have been employed (Department: Human Resource Management & Marketing).

A commendable range of assessment methods have been utilised, giving diversity to students (Department: Human Resource Management & Marketing).

DAP procedures were rigorous and robust (Department: Human Resource Management & Marketing).

The teams involved clearly demonstrate their dedication to student achievement and progression (Department: Human Resource Management & Marketing).

Students benefit from personal and collegiate approaches to teaching and learning (Department: Human Resource Management & Marketing).

At Fd level there is evidence of constructive, helpful and relevant comments to students and evidence that contentious issues have been discussed (Department: Human Resource Management & Marketing).

At the highest level there is evidence of impressive work indicative of research and reading and MA courses have enabled students to create some excellent dissertations (Department: Human Resource Management & Marketing).

Some student work utilises extremely honest self-assessment (Department: Human Resource Management & Marketing).

Some extremely innovative work is taking place in many modules (Department: Human Resource Management & Marketing).

Discussions regarding grade boundaries are usually explicit in feedback to students and it is evident that tutors have very positive academic relationships with students (Department: Human Resource Management & Marketing).

The teaching pack for the module BUHM107 is most impressive in both scope and presentation (Department: Human Resource Management & Marketing).

The modules BSD/H1MO4 and BUHM105 are excellent examples of practical orientation eliciting strong student commitment and high achievement (Department: Human Resource Management & Marketing).

The module BUH1M09 is impressive, evoking theoretical depth and critical thinking from participants (Department: Human Resource Management & Marketing).

The overall feedback grid provided for module BUH1M04 is an example of good practice (Department: Human Resource Management & Marketing).

The flexibility of the modular structure is a strength of the provision, allowing students to gain access to a range of relevant modules and if necessary to study at a negotiated pace (Department: Human Resource Management & Marketing).

Over time there has been a gradual improvement in all aspects of design of the programme, which the academic staff have worked hard to develop (Department: Human Resource Management & Marketing).

There has been a great improvement in teaching and learning methods. The academic staff are to be congratulated on their commitment to providing a valuable learning environment (Department: Human Resource Management & Marketing).


Extensive written feedback is provided to students (Department: Human Resource Management & Marketing).

The administration of information and samples is excellent in all respects (Department: Human Resource Management & Marketing).

A highly current and valid curriculum (Department: Human Resource Management & Marketing).

Consistent excellent examples of high quality feedback (Department: Human Resource Management & Marketing).

Use of coursework, presentations and reports in assessment used to develop practitioner skills (Department: Human Resource Management & Marketing).

Very good examples of helpful assessment criteria for students (Department: Human Resource Management & Marketing).

The continuing currency and validity of the curriculum in the light of developing knowledge in the subject and practice in its application continues to be a strength of the programme (Department: Human Resource Management & Marketing).

An impressively wide range of modules on offer (Department: International Business & Corporate Strategy).

Evidence of very high quality teaching in a number of modules (Department: International Business & Corporate Strategy).

Provision of marking guidelines and provision and use of grade descriptors on an increasing number of papers (Department: International Business & Corporate Strategy).

Informative comments on the module feedback form giving the module leader's overview (Department: International Business & Corporate Strategy). There is evidence of challenging, yet clear and fair, assessments, accurate marking, obvious second marking and generally excellent feedback (Department: International Business & Corporate Strategy).

The curriculum is extremely up to date and a wide range of courses is on offer (Department: International Business & Corporate Strategy).

There is generally excellent design, content and organization of the curriculum (Department: International Business & Corporate Strategy).

The better students demonstrate an excellent understanding of the material, which reflects well on the quality of the teaching on the course (Department: International Business & Corporate Strategy).

Marking criteria are excellent and a wide variety of assessment methods is used (Department: International Business & Corporate Strategy).

The administrative arrangements are excellent (Department: International Business & Corporate Strategy).


The supportive learning culture engendered by the staff team is to be commended (Department: International Business & Corporate Strategy).

Formative written feedback to students is excellent (Department: International Business & Corporate Strategy).

The quality of supervision on projects and dissertations is very good (Department: International Business & Corporate Strategy).

The quality of feedback on the Masters dissertations is detailed, informative and insightful (Department: International Business & Corporate Strategy).

The Awards Board was fastidious in its consideration of student awards and gave careful and extended consideration to difficult cases when these arose. It was efficiently chaired and administered to a very high standard (General to the Faculty).

Although no good practice is specifically identified, the move to a 15/30 credit point rationale from the coming academic year involves improvements in the course structure, content & learning progression, which may well provide useful experiential information for the future (General to the Faculty).

The MA Corporate Governance is one of a small number of ICSA validations at master's level in this rapidly developing discipline. As such, the course programme has satisfied a range of stringent ICSA criteria set out for the approval of a route to qualification and practice in the global profession of Chartered Secretaryship (General to the Faculty).

The course leader has been scrupulous and supporting in arranging meetings and providing detailed information and the administrative staff have also provided excellent support (General to the Faculty).

Students on the MA Corporate Governance should feel well satisfied with their treatment in the assessment of their performance (General to the Faculty).

The supportive learning culture engendered by the staff team is to be commended (General to the Faculty).

Formative written feedback to students is excellent (General to the Faculty).

The course administration system works well; administrative staff are helpful and proactive (General to the Faculty).

Awards Board meetings are well-managed (General to the Faculty).

The flexibility of the modular structure is a strength of the provision, allowing students to gain access to a range of relevant modules and if necessary to study at a negotiated pace (General to the Faculty).

It is clear that both the University and the team take issues relating to the quality of provision and the standards of student performance seriously (General to the Faculty).

The Awards Board is conducted professionally and the administration is well organised (General to the Faculty).


Faculty of Education

The provision for the teaching assistants was noted to have a profound impact on student learning (Programme: Teaching Assistants).

Engagement with External Examiners is considered to be a strength within all three Departments (Departments: Continuing Professional Studies, Education Studies and Initial Professional Studies).

The Education Studies External Examiner identifies strength in the facilitation of student critique of their placement setting drawing upon their knowledge, skills and understanding (Department: Education Studies).

It is noted that the BA (Hons) Learning Technology and Research (also known as ‘Ultraversity’) has produced Anglia Ruskin University’s first cohort of graduates who have studied exclusively on-line. The Reader also highlights for commendation the use of online submission and interaction with the External Examiner and recommends this for wider adoption (Programme: Ultraversity).

The Reader of the Teaching Assistants AMR highlights the positive effect of the introduction of work-based tutoring and the establishment of a work-based co-ordinator which was originally established to address weaknesses with regard to employer involvement (Programme: Teaching Assistants).

The Reader of the Continuing Professional Development AMR highlights the use of exemplar dissertations, and the development of a ‘community of practice’ in the area of MA dissertations as being good practice. Also worthy of note is the examination and review of a variety of styles of learning journals; effective use of WebCT and effective practice in staff development (Programme: Continuing Professional Development/Post Compulsory Education).

Institute of Health & Social Care

The development of student conferences to which both students and practice colleagues are invited continue to be seen as examples of good practice These have been commented upon in successive external reviews (Programme: Unspecified).

The inclusion of a summary of external examiners comments responses and actions taken in Social Work Annual Monitoring Report is seen by the reader as a good model of practice (Programme: Social Work).

The Job Fair run in conjunction with stakeholders is an example of good practice (Programme: Unspecified).

The redesign of the placement evaluation tool at HSHS is seen as a major enhancement initiative. A revised process for maximising the completion alongside a more sophisticated reporting framework has resulted in 490 placement evaluation responses that indicated that 85% of students would recommend their placement area to other students (Programme: Unspecified).

Faculty of Science & Technology

Mid-module learning review (Programme: Surveying).


Creative and innovative use of WebCT (Programmes: Surveying, Computer Science).

Exemplary module guides and structured student feedback (Programmes: Construction, Psychology).

Engagement of employers in exhibitions of student work (Programme: Construction).

Collaboration with employers in assignments (Programme: Architecture and Planning).

Study abroad opportunities (Programme: Architecture & Planning).

Employer sponsorship of student prizes (Programme: Architecture and Planning).

Buddy mentoring for part-time students (Programme: Computing).

Curriculum focussed conferences (Programme: Computing).

Imaginative and innovative assessments (Programmes: Psychology, Construction, Animal & Environmental Biology).

Innovative Distance Delivery (Programme: Ophthalmic Dispensing).

Exceptional performance in external examinations (Programme: Optometry and Optical Management).

Exceptional opportunities for fieldwork learning (Programme: Animal & Environmental Biology).

Practitioner engagement with the delivery of the curriculum (Programme: Animal & Environmental Biology).

Effective monitoring of plagiarism (Programme: Technology).

Further Commendable and/or Significant Achievements


The newly opened Ruskin Gallery was commended for the resultant advancement in the presentation of the work of staff and students to a wider audience and its contribution to the cultural life of the University (Programme: Art & Design).

English was rated 3rd in the Guardian rankings for best English Departments just behind Oxford and Cambridge Universities (Programme: English & Writing).

The re-approval of the MA Music Therapy pathway by the Health Professions Council was noted as a commendable achievement. It had been the first pathway nationally to be granted unconditional approval by the HPC (Programme: Music).

Faculty of Science & Technology

Success by students in external competitions (Programme: Computing).


Appendix 2Summary of Recommendations to the Senate

1. The issue of the quality of referencing by students in written work is highlighted to Programme Leaders who will be asked to comment explicitly on this matter in the following year’s AMR and which will be reported in next year’s Summary Report to the Senate (para 3.6).

2. The issues of (i) effective communication with external examiners and (ii) modern systems for the detection of plagiarism are rolled forward to next year’s annual monitoring process and highlighted to Programme Leaders who will be asked to comment further on these matters in the AMR and which will be reported in next year’s Summary Report to the Senate (para 3.7).

3. The issue of effective communication between Anglia Ruskin Departments and regional collaborative partners is rolled forward to next year’s annual monitoring process and highlighted to Programme Leaders who will be asked to comment further in the AMR and which will be reported in next year’s Summary Report to the Senate (para 3.8).

4. The six issues of institutional significance are reported to the relevant responsible managers who are then required to provide a written response to the next meeting of the Senate, detailing any action planned, or taken, to address these issues (para 4.2).

5. The revisions made to the statistical requirements are adopted for future cycles of the annual monitoring process (para 6.2).

6. The Synoptic Report on foundation degree delivery is discontinued and foundation degrees continue to be annually monitored via the main Programme level AMR (para. 6.5).


Appendix 3


2007 Faculty Overview report of Annual Monitoring of delivery in 2005-6

Areas covered by the report, as listed in the guidance notes.

1. Essential Requirements

2. Statistical Data

3. External Examiner Reports

4. Key Issues, Themes & Trends

5. Previous Year’s Action Plans and Readers’ Reports

6. Future Action Plans (a complete set of action plans should be attached to the overview report)

7. Examples of Good and Innovative Practice

8. Issues for Special Consideration during 2006/07

9. Outstanding Actions

10. Comment on the effectiveness of the Annual Monitoring process and the operation of the process itself. This may also include any recommendations for the future enhancement of the process.



Annual Monitoring Reports (AMRs) meeting the essential requirements and with the requisite attachments were received from all the Programmes in the Faculty and considered by the Faculty Board’s Annual Monitoring Subcommittee held on 31 January 2007. The AMRs considered were:

Law (Professional Courses)Law (Academic Courses)Cambridge School of ArtCommunication, Film & MediaEnglish and WritingLanguages and Intercultural CommunicationEnglish as a Foreign LanguageMusicPerforming ArtsHumanitiesSocial Sciences

The meeting also considered the Annual Synoptic Report of courses delivered at Norwich School of Art & Design

2. Statistical data

All reports made use of the centrally provided data. Although there have been improvements in the quality of centrally provided pathway and programme statistics and the distinction between the requirements of annual monitoring and periodic review have been clarified, some annual monitoring reports identified areas where the statistics could be improved. In Law, for example, there had been some difficulties with statistical data as a result of a change of pathway codes and students switching from combined to single honours pathways consequent on the introduction of the 15/30 curriculum. One pathway (SH Drama) appeared twice in the statistics under different pathway codes and, more generally, central statistics continue to attach students on non-continuing CH pathways or on newly approved two subject pathways to whichever is deemed to be the managing Programme (e.g. Law, Social Sciences). A minority of AMRs (e.g. Music) had supplemented central data with locally produced data.

Programme Leaders had generally welcomed the simplified statistical analysis compared with previous years. However, the proliferation of separate data sheets in Programmes with a large number of non-continuing Combined Honours pathways containing very few students proved problematic in some areas, particularly in Languages and Intercultural Communication and in Humanities. The magnitude of this problem will reduce as non-continuing pathways phase out.

3. External Examiner reports

A copy of the Faculty’s summary of issues raised by External Examiners was available to the meeting. The subcommittee was generally satisfied that points raised by External Examiners had received an appropriate response in SMART Action Plans, but was unable to confirm this in the case of NSAD whose Report provided a synoptic overview of External Examiners’ Reports rather than the Reports


themselves. The subcommittee consequently requested additional information from NSAD (Sec 9 below, and Notes: 3.12).

It was noted that two Externals’ Reports for 2005-6 had triggered Faculty Action Plans for 2006-7. These were BA Archaeology and Landscape History at Peterborough Regional College and Graphic Design at the College of West Anglia. In both cases the plans were being implemented effectively.

External Examiners in two Programme areas (Languages and Intercultural Communication, and Social Sciences) commented on the University’s assessment calendar and on the short timescale for moderating student assessed work.

4. Key Issues, Themes and Trends

Only one general theme emerged from consideration of the twelve AMRs. 4.1. Three Reports - Languages and Intercultural Communication, Performing Arts and Social Sciences (Notes: 3.6.2, 3.9.2, 3.11.2, respectively) propose revisions to the assessment calendar. This provides additional evidence to support Anglia Ruskin’s decision to review the assessment calendar in the course of 2006-7.

A number of specific issues were also identified:Specific issues included:4.2. The Law School is concerned that a centralised admissions policy is detrimental to recruitment to the CPE which has complex and unique entry procedures. (Notes: 3.1.4).4.3. The Law School strongly recommends that proposals to modularise professional Law courses (CPE and LPC) be abandoned because of a lack of ‘fit’ between Law Society requirements on the one hand and the structure and regulatory framework of the 15/30 curriculum on the other. (Notes: 3.1.3)4.4. Physical Resources for Law Programmes (Academic) still being taught on the Central Campus in Chelmsford. This was perceived as having an adverse effect on both current provision and future recruitment. (Notes: 3.2.2)


The subcommittee was able to confirm that Action Plans for the academic year 2005-6 had been implemented and that such responses as were required to Readers’ Reports had been made.

6. Future Action Plans

The subcommittee felt that in the main Action Plans for 2006-7 reflected the issues discussed in the AMRs and were informed by statistical analysis where appropriate. In most cases the targets set were felt to be realistic and to be distinct where necessary (e.g. in the case of collaborative provision). While welcoming the extreme attention to detail in the School of Art’s Action Plan for 2006-7 the subcommittee had some concerns about the high number of actions and the consequent need to monitor them carefully. It imposed an ‘Outstanding Action’ with the sole purpose of helping the School to achieve this.

A complete set of action plans is attached to this report.


7. Examples of Good and Innovative Practice (to be reported to the Faculty Learning & Teaching Committee of 11 June 2007)

Programme Nature of Good PracticeCommunication, Film & Media External Examiner suggests that other programmes in the University with a similar combination of elements might benefit from the good practice of the programme in overcoming the divide between

theory and production work. As in the previous year the External Examiner commends the student handbook “Guidelines on the Practice and Presentation of Work in Communication and Film” as a model of good practice.

English and Writing Second markers inserting comments on student work to increase the transparency of the double-marking process.

Synoptic Course Review module – highlighted by the External Examiner as an ‘exemplary response to the requirement that learners reflect explicitly and coherently on their student experience.’

Humanities The series of “Taste and Try” sessions delivered by the Cambridge Theological Federation across the region leading to increased recruitment and significantly widening participation. The presentation of ‘core’ philosophical materials in imaginative and creative ways, often through the stimulating use of general themes (EPH2003, 2009), as noted by the External Examiner.

Social Sciences Public Service – a weekly Dissertation Discussion group set up, designed to allow students to present their ideas or difficulties to other students in a forum guided by the lecturer. This had been a successful innovation that was reflected in the marks achieved by the students.

External examiner for Public Service had praised the use of peer assessment for presentations in a number of Public Service modules. Students, with lecturer guidance, defined marking criteria for presentations and evaluated their peers using these guidelines.

Languages and Intercultural Communication

The enthusiasm with which students have greeted the European intercultural placement (Eurocampus Sept-Dec 06) within the MA Intercultural Communication in Europe. Of particular interest in the context of the Bologna process and to other parts of the University.

English as a Foreign Language The practice of working together with a charity to offer educational opportunities to disadvantaged members of the community at a low cost to the Faculty is admirable and could possibly be followed throughout Anglia Ruskin University.

Law (Professional)Law (Academic) The use of WebCT to support delivery of all Level 1 modules on Law undergraduate pathways.

The management of WebCT on-line debates on the LLM International Sports Law pathway was praised by the External Examiner. The inclusion of assessed tutorials was endorsed by the External Examiner as contributing to higher examination marks due to students improved knowledge base. Development of Street Law – undergraduate students giving talks and advice to groups in schools on relevant legal issues has further developed their range of skills.

Music Development of collaborative links with other Departments both within and outside the University to enhance learning and teaching. Increased use of WebCT on the BA (Hons) Creative Music Technology pathway to improve on-line access for students. Curriculum Development away days for core and Regional Partner staff to enhance learning, teaching and assessment, including the development of generic assessment criteria for non-written

components of courses.Performing Arts Continued integration of theory and practice across the curriculum, focusing on modules where students can engage in ‘embodied’ research as highlighted in the QAA Subject Benchmark statement.Art & Design Developing a collaborative arrangement for shared research seminars with the University of Cambridge, relating to MA Children’s Book Illustration.

‘One off’ use of leading professionals in the practice field for MA Printmaking.



None specific to Pathway and programme teams, but see 10 (below)


Actions are required in respect of the following Programmes

Programme Action Required by 31 March 2007 (unless stated otherwise)

Monitored by

Law (Academic Courses)

Resubmit action plan with the inclusion of an action point to address the issue of students not completing assessments at Undergraduate level.Action: David Stott

RM

Art & Design The School of Art to report back to the Faculty by 1st May 2007 outlining progress made with the points listed on the SMART action plan.Action: Paul Marris

DF

Languages & Intercultural Communication

Pathway Leaders to provide more detailed explanations for the low average marks for the modules Crossing Cultures 2 and Spanish Intermediate 1 and 2.Action: Sarah Fitt

RM

Languages & Intercultural Communication

Further information to be provided to explain the apparent anomaly that students return from their year abroad with significantly different volumes of credit and in some cases no marks either for one semester or the whole year.Action: Sarah Fitt

RM

English as a Foreign Language

Resubmit action plan with the inclusion of an action point to address the work still required by EFL, Finance and Registry to bring UPCS in line with the EFL office.Action: Nick Hillman

RM

Norwich School of Art & Design

To provide further information to clarify that all issues raised by External Examiners have been satisfactorily addressed.Action: Keith Bartlett

RM

10. Comments

10.1 The level of engagement with the process has been good and the quality of the reports has shown an improvement from the previous year.

10.2 The subcommittee recommends the use of cross-referencing in the reader’s report to specific sections of the AMR as an enhancement to the current process.

10.3 The subcommittee recommended that the Annual Monitoring Subcommittee meeting not be held at the end of January to avoid clashes with Departmental Assessment Panels

10.4 The subcommittee felt that AMRs had an important and developing role to play in the enhancement agenda, in particular the dissemination and implementation of good and innovative practice. While it was understood that


both the Faculty Board and Senate would have oversight of the Annual Monitoring process, the subcommittee’s report could usefully be discussed at the Learning and Teaching Committee and similar fora.

10.5 The subcommittee recommends that a Pathway report template be reintroduced for regional partners. Such a template would facilitate the flow of written information from regional partners and thereby support Programme Leaders in the compilation of their AMRs. It would also serve to consolidate the culture of annual monitoring at local level.

Derrik FerneyAssociate Dean (Academic Development)15 February 2007


Appendix 4

Ashcroft International Business School

2007 Faculty Overview report of Annual Monitoring of delivery in 2005-6

Areas covered by the report, as listed in the guidance notes.


2. Statistical Data


4. Key Issues, Themes & Trends


6. Future Action Plans (a complete set of action plans should be attached to the overview report)




10. Comment on the effectiveness of the Annual Monitoring process and the operation of the process itself. This may also include any recommendations for the future enhancement of the process.



Annual Monitoring Reports (AMRs) for the following programme areas were considered by the Faculty Board’s Annual Monitoring Subcommittee held on Thursday, 1st February 2007. They all met the essential requirements and had the requisite attachments

Undergraduate Programme - author Graham Webster

Postgraduate Programme - author Jon Salkeld

Professional Programme - author John Webb.

2. Statistical data

All reports made use of the centrally provided data. However, authors commented that this did not always appear to reflect actual student numbers. Some use had therefore been made of local data.

Although there have been improvements in the quality of centrally provided pathway and programme statistics, the volume of data provided for the undergraduate pathways hindered the extraction of meaningful information about student progression and retention. The apparent duplication of courses under different codes also made it difficult to make sense of the data for the undergraduate programme area.

As many AIBS undergraduate students change pathways at the end of year one, a means of identifying these students as “continuing” rather than “non-continuing” students in the statistical reports needs to be established.

A large quantity of data had been provided for modules in the undergraduate programme area. This reflected the different cohort deliveries in the regions. As many of these partnerships had been discontinued, and the number of modules available has been reduced under the 15/30 curriculum, it is expected that the module data will be more easily analysed in respect of AIBS pathways for annual monitoring in 2007.

Similar issues relating to the volume of data had been noted in the postgraduate reports. More emphasis needs to be placed on analysing the data for future reports in this area.

With the rationalisation of pathways and modules this data should become more manageable for subsequent years, but there is still a need for some further refinement of the centrally produced statistics.

For the professional programme area, some difficulty had been experienced in making judgements about student achievement as statistical data relating to student results on modules had not been forthcoming from the PSBs. However some analysis of AIBS student performance compared to national results had shown that in 14 out of 15 papers AIBS students had outperformed the national average.


3. External Examiner reports

Issues raised in the external examiners reports had been addressed in the action plans. There were no serious issues for concern in the reports for 2005/6. A copy of the Faculty’s summary of issues raised by External Examiners was available at the meeting.

Comments made by the external examiners had been responded to by Heads of Department and Directors of Studies.

The need for wider reading and a higher standard of referencing by students, identified by Margaret Greenwood for the postgraduate programme area needed to be part of the action plan.

Kate Mosely’s comments regarding marking criteria in respect of the personal development element of the course needed to be added to the action plan for professional courses.

Adrian Haberberg’s comments regarding dissertation marking also needed to be addressed in the action plan for the undergraduate programme.

The external examiners’ reports noted areas of good practice and commented on improvement in marking and moderation in response to issues raised in their previous reports.

External Examiners commented on the University’s assessment calendar and on the short timescale for moderating assessed work. This is being reviewed by a working party representing all faculties.


The need to simplify the statistical data provided for AMRs was highlighted in all three reports.

The restricted timescale for marking and moderation is of concern, but is being addressed through the working party reviewing the assessment calendar.

For professional courses, the centralised admissions procedure was identified as problematic as it did not fit with the admission of professional and part-time students who tended to arrive and enrol on the evening of the first day of the course. It was felt that the centralised service was not always able to provide clear information about AIBS courses to part-time students.

The agreed APL tariffs relating to postgraduate and professional programmes needed to be implemented for 2006/7.


The Action Plans for the academic year 2005-6 had been implemented and responses to Readers’ Reports had been made. The programme leader for the postgraduate area has been asked to confirm action taken by annotating the action plan for 2005/6



Action Plans for 2006-7 reflected the issues discussed in the AMRs, were informed by statistical analysis where appropriate, and in most cases had realistic, measurable and achievable targets.

The following actions should be added to the relevant action plan in response to comments from external’s, or issues raised in the annual monitoring report:

For the undergraduate programme area, two further action points were required - one relating to the monitoring of retention at the end of the first year, and a second relating to the monitoring of APL being applied to students’ assessment records for dual awards.

For the professional programme area, an action is required relating to the external’s comments relating to marking criteria.

For the postgraduate programme area, the issue of the need for wider reading and a higher standard of referencing by students (raised by the external examiner) should be added to the action plan.

A complete set of action plans is attached to this report.


7. Examples of Good and Innovative Practice identified by external examiners

Title of DAP/AB & Examiner details Positive Comments/Good Practice (GP) Identified

Accounting & Information Systems DAP (George Foster: Liverpool John Moores University)

1. There is an overall acceptable high standard across the board (in a number of modules student performance was exceptional and well above the comparable modules in other universities) (GP). 2. The Personal Finance Management assignments are a good example of innovative approaches to assessment. 3. Module BUD1A07 is a good example of an excellent marking scheme that is easy to link to the award of the actual marks on student scripts. 4. Commendable administrative arrangements for external examiners.

Accounting & Information Systems DAP (Margaret Greenwood: University of Gloucestershire)

1. A good variety of assessment methods are used. 2. Internal moderation is of a high standard. 3. The conduct of the DAP is very professional. The move to a DAP has given a welcome opportunity for higher quality dialogue between external examiners and staff. 4. Communication between administrators and external examiners has been excellent and documentation has been of a high standard.

Accounting & Information Systems DAP (David Lilley: Education Consultant)

1. Although no good practice is specifically identified, activities designed to bring enhanced practitioner characteristics to the Corporate Secretaryship module may well provide such an instance in future (GP). 2. There is ample evidence of best practice in delivering the curriculum to the students aspiring to both academic and professional qualification. 3. There is ample evidence of sound second marking practices and full dialogue, particularly in the care taken with the marking of dissertations.

4. The provision of agenda and papers, and other domestic arrangements for the DAP and its associated meetings, has been exemplary.



Human Resource Management & Marketing DAP (Juliet Burnham: Birmingham College of Food & Creative Arts)

1. Course assessment is clearly related to industry and capitalises well on local contacts (GP). 2. Assignments are logical, developing and progressive frameworks for students allowing scope for innovation, interpretation and student creativity (GP). 3. The amount of research completed by FdA Hospitality students, which is very thorough, current and valuable (GP).

4. The Anglia Hospitality/and associated subjects teams are strong in vocational experience, collaborate well together and show mutual respect and an empathy for each others' challenges in the teaching and learning role of other educational establishments and are to be commended (GP). 5. The academic standards achieved by all three academic establishments within Anglia Ruskin's provision are thought to be very good examples of Hospitality provision. One FdA module (BUBP102) continues to be an exemplar of the purpose and ethos of foundation degrees. 6. Particular strength lies in the inter-establishment collaboration on the creative interpretation of definitive documents, appropriate and interesting assignment setting and the moderation process.

Human Resource Management & Marketing DAP (John Dakin: University of Derby)

1. It may be useful to review further opportunities for practice based assessment or potential for computer aided interactive assessment (GP). 2. Curriculum design appears to be forward looking and innovative, with a clear focus on enhancing the student experience. 3. Good quality teaching and learning methods have been employed. 4. A commendable range of assessment methods have been utilised, giving diversity to students.

5. DAP procedures were rigorous and robust.



Human Resource Management & Marketing DAP (Jane Fairclough: University of Winchester)

1. The teams involved clearly demonstrate their dedication to student achievement and progression (TQI). 2. Students benefit from personal and collegiate approaches to teaching and learning (TQI). 3. At Fd level there is evidence of constructive, helpful and relevant comments to students and evidence that contentious issues have been discussed (GP). 4. At the highest level there is evidence of impressive work indicative of research and reading and MA courses have enabled students to create some excellent dissertations (GP). 5. Some student work utilises extremely honest self-assessment (GP). 6. Some extremely innovative work is taking place in many modules (GP). 7. Discussions regarding grade boundaries are usually explicit in feedback to students and it is evident that tutors have very positive academic relationships with students (GP).

Human Resource Management & Marketing DAP (Adrian Haberberg: University of Westminster)

1. The teaching pack for the module BUHM107 is most impressive in both scope and presentation (GP). 2. The modules BSD/H1MO4 and BUHM105 are excellent examples of practical orientation eliciting strong student commitment and high achievement (GP). 3. The module BUH1M09 is impressive, evoking theoretical depth and critical thinking from participants (GP). 4. The overall feedback grid provided for module BUH1M04 is an example of good practice (GP).

Human Resource Management & Marketing DAP (Kate Moseley: University of Wolverhampton)

1. The flexibility of the modular structure is a strength of the provision, allowing students to gain access to a range of relevant modules and if necessary to study at a negotiated pace (GP). 2. Over time there has been a gradual improvement in all aspects of design of the programme, which the academic staff have worked hard to develop. 3. There has been a great improvement in teaching and learning methods. The academic staff are to be congratulated on their commitment to providing a valuable learning environment.

4. Extensive written feedback is provided to students. 5. The administration of information and samples is excellent in all respects.

Human Resource Management & Marketing DAP (Tessa Owens: Liverpool Hope University)

1. A highly current and valid curriculum. 2. Consistent excellent examples of high quality feedback. 3. Use of coursework, presentations and reports in assessment used to develop practitioner skills. 4. Very good examples of helpful assessment criteria for students (GP).



Human Resource Management & Marketing DAP (Adam Palmer: Southampton Solent University)

1. The continuing currency and validity of the curriculum in the light of developing knowledge in the subject and practice in its application continues to be a strength of the programme.

International Business & Corporate Strategy DAP (Anthony Conibear: London Metropolitan University)

1. An impressively wide range of modules on offer. 2. Evidence of very high quality teaching in a number of modules. 3. Provision of marking guidelines and provision and use of grade descriptors on an increasing number of papers (GP). 4. Informative comments on the module feedback form giving the module leader's overview.

International Business & Corporate Strategy DAP (Philip Hardwick: Bournemouth University)

1. There is evidence of challenging, yet clear and fair, assessments, accurate marking, obvious second marking and generally excellent feedback (GP). 2. The curriculum is extremely up to date and a wide range of courses is on offer. 3. There is generally excellent design, content and organization of the curriculum. 4. The better students demonstrate an excellent understanding of the material, which reflects well on the quality of the teaching on the course.

5. Marking criteria are excellent and a wide variety of assessment methods is used. 6. The administrative arrangements are excellent.

International Business & Corporate Strategy DAP (Larry Meachem: University of Central England)

1. The supportive learning culture engendered by the staff team is to be commended (GP). 2. Formative written feedback to students is excellent (GP). 3. The quality of supervision on projects and dissertations is very good. 4. The quality of feedback on the Masters dissertations is detailed, informative and insightful.

Ashcroft International Business School Awards Board (Anthony Conibear: London Metropolitan University)

1. The Awards Board was fastidious in its consideration of student awards and gave careful and extended consideration to difficult cases when these arose (GP). It was efficiently chaired and administered to a very high standard.



Ashcroft International Business School Awards Board (David Lilley: Education Consultant)

1. Although no good practice is specifically identified, the move to a 15/30 credit point rationale from the coming academic year involves improvements in the course structure, content & learning progression, which may well provide useful experiential information for the future (GP). 2. The MA Corporate Governance is one of a small number of ICSA validations at master's level in this rapidly developing discipline. As such, the course programme has satisfied a range of stringent ICSA criteria set out for the approval of a route to qualification and practice in the global profession of Chartered Secretaryship (TQI).

3. The course leader has been scrupulous and supporting in arranging meetings and providing detailed information and the administrative staff have also provided excellent support. 4. Students on the MA Corporate Governance should feel well satisfied with their treatment in the assessment of their performance.

Ashcroft International Business School Awards Board (Larry Meachem: University of Central England)

1. The supportive learning culture engendered by the staff team is to be commended (GP). 2. Formative written feedback to students is excellent (GP). 3. The course administration system works well; administrative staff are helpful and proactive. 4. Awards Board meetings are well-managed.

Ashcroft International Business School Awards Board (Kate Moseley: University of Wolverhampton)

1. The flexibility of the modular structure is a strength of the provision, allowing students to gain access to a range of relevant modules and if necessary to study at a negotiated pace (TQI). 2. It is clear that both the University and the team take issues relating to the quality of provision and the standards of student performance seriously (TQI). 3. The Awards Board is conducted professionally and the administration is well organized.



See 10 below


Actions are required in respect of the following Programmes

Programme Action Required by 31 March 2007 (unless stated otherwise)

Monitored by

Professional Quantify ACCA pass rates.

Respond to Kate Moseley in respect of her comments in Section 3b of her annual report.Reflect Kate Moseley’s comments in the action plan.Action: John Webb

BE

Undergraduate Monitoring of modules which had had a mean mark below 50% should be added to the action plan.

Monitoring of retention at the end of the first year should be added to the action plan.

Graham Webster

Development of work-based and placement learning in alignment with the Faculty’s strategy should be added to the action plan. Graham Webster

Concluding the negotiations with ACCA and approving credit recognition of PSB awards should be added to the action plan.

Monitoring of APL being applied to students’ assessment records for dual awards should be added to the action plan.

Response to Adrian Haberberg’s comments regarding dissertation marking should be added to the action planAction: Graham Webster

BE

Postgraduate Last year’s action plan should be annotated to identify which items had been completed.

The need for wider reading and a higher standard of referencing by students should be added to the action plan.

Consideration of articulating APL tariffs to recognise PSB awards against Anglia Ruskin pathways should be added to the action plan.Action: Jon Salkeld

BE


10. Comments

10.1 Cross-referencing in the reader’s report to specific sections of the AMR would greatly assist consideration of readers’ reports by the sub-committee, and the writing of the overview report.

10.2 The meeting of the annual monitoring subcommittee should not be held at the end of January as this period clashes with Departmental Assessment Panels

10.3 The areas of good practice identified in the report should be widely circulated to staff through departmental meetings and the Learning and Teaching Committee.

10.4 For 2007 the Pathway template should be used as a means of collecting information for the main programme reports.

Brenda EadeAssociate Dean (Quality Assurance, Curriculum Development and Student Experience)

February 2007


Appendix 5


Faculty of EducationAnnual Monitoring Process Overview Report

2005/2006

1. Essential requirements

Although all essential requirements had been met, two consecutive OFSTED inspections (primary and secondary ITT) in December and January had impacted on some of the Programmes Teams’ ability to meet published deadlines for submission. However, it can be confirmed that by the time of the sub-group meeting, an annual monitoring report (AMR) for each programme had been received. Readers’ reports for all AMRs were completed by the meeting with the exception of one for the Primary and Secondary Initial Teaching Training report as this had been received extremely late in the process (two days before the sub-group meeting). Each AMR did include a list of the pathways within its remit and their locations of delivery. All required appendices were included with the reports with the exception of the reports submitted for BA (Hons) Primary Education (ITT) and the PGCE which appeared not to have all required attachments by the time they reached the Readers. All omissions were followed up by the Annual Monitoring sub-group and checked to ensure that no significant issues had been overlooked within the texts of the reports.

2. Statistical Data

All report authors used the statistical data available to them; some writers used centrally produced data, while others made use of local data as it was considered to be more accurate. It was noted that PGCE primary data were still being absorbed into the BA (Hons) Primary Education (ITT) which caused difficulties in interpreting trends in progression. This issue was raised in last year’s summary report. This, and other identified anomalies in the SITS data have been referred to the Data Quality and Systems Development Unit for resolution.

Statistics were generally well used to identify trends over the year although incisive analysis of data is not consistent across programmes. Access to the statistics had initially proved difficult for some Programme Leaders due to technical issues relating to password access. The need to consider other data sets to reflect the student profile in more detail was raised as a possible area for further development.

The strategic use of statistics to inform future action plans in relation to widening participation was highlighted by readers as particularly demanding, although some reports did use statistics to set general recruitment and retention targets.


Appendix 5


All reports provided thorough commentary of responses to External Examiners with the exception of one which was highlighted by the Reader. The significance of this omission was explored with the Programme Leader and proved to be inconsequential.

No major risks to academic standards were identified by the Examiners; on the contrary many positive comments were noted. Whilst Heads of Department welcomed the summary of External Examiners’ comments compiled by AQSO, they considered that its current format did not fully reflect the responses made by the Heads of Department to those comments. Also, the timing of the presentation of this grid to the Faculty Boards in January which was some time after the submission of responses to the External Examiners without including these responses in the grid was not helpful. In addition, the group confirmed the fact that engagement with External Examiners at programme level was much more detailed than was reflected in the summary grid. One of the Heads of Department advised that she was considering compiling a short executive summary of all the External Examiners (as these are numerous) in reports and responses her department in order to help programme leaders in their compilation of next year’s annual monitoring reports.

It was noted that Anglia Ruskin’s two-tiered assessment process can result in it being unclear as to which pathways External Examiners’ comments relate to as they are only required to report on module assessments. The Department of Initial Professional Studies is currently developing a set of Department protocols for its External Examiners to complete which will help to alleviate this issue and support external accountability, particularly in relation to engagements with PSBs. This is also being addressed during Departmental External Examiner training.

Other developmental possibilities were discussed including for example the electronic submission of External Examiners’ reports to facilitate rapid dissemination and a more effective dialogue between departments and External Examiners.

The rationale for allocation of External Examiners to Departments in a two-tiered assessment system was raised, as it was noted that this had resulted in one programme benefiting from just one External Examiner for one of the programmes. It was, however, noted that it was the responsibility of the Faculty to ensure adequate coverage of its modules and awards.


4.1 University level policies on the appointment of staff had proved to be a significant constraint on the Faculty’s ability to ensure appropriate staffing across all programmes.

4.2 The Faculty welcomed the greater opportunities for involvement with all aspects of regional partner provision that had been occasioned by the emerging revised partnership frameworks. A current challenge for these relationships is to improve the rapidity of the response to such issues as staff turnover.

4.3 Whilst the integrative benefit of programme level annual monitoring were recognised and appreciated; it was felt that the system in its current form did not promote opportunities to engage effectively and actively at departmental and/or faculty level.

4.4 It was noted that some Programme Leaders had commented that they did not have systematic access to details of scholarly and other staff development


Appendix 5

activities undertaken by colleagues as they were not their line managers. This would be considered by the Faculty Management Group.

4.5 It was also agreed that training should be offered to Programme leaders to clarify the remit of the Programme subcommittee and how this contributes to the preparation of the Annual Report. The FQAO agreed to investigate the possibility of faculty-specific training, building on this year’s experiences on the annual monitoring process which would include the consideration of reflective writing and smart targets.


Readers’ reports suggested, and the sub-group confirmed, that the updated action plans submitted were adequate for each programme.


Readers’ reports suggested, and the sub-group confirmed, that the action plans compiled for action in 2007/08 were appropriate. It was also noted, that whilst there was some improvement evident in the quality of the action plans, not all action points could be considered to be fully SMART.


The provision for the teaching assistants was noted to have a profound impact on student learning. Engagement with External Examiners is considered to be a strength within all three Departments.

The Education Studies External Examiner identifies strength in the facilitation of student critique of their placement setting drawing upon their knowledge, skills and understanding.

It is noted that the BA (Hons) Learning Technology and Research (also known as ‘Ultraversity’) has produced Anglia Ruskin University’s first cohort of graduates who have studied exclusively on-line. The Reader also highlights for commendation the use of online submission and interaction with the External Examiner and recommends this for wider adoption.

The Reader of the Teaching Assistants AMR highlights the positive effect of the introduction of work-based tutoring and the establishment of a work-based co-ordinator which was originally established to address weaknesses with regard to employer involvement.

The Reader of the Continuing Professional Development AMR highlights the use of exemplar dissertations, and the development of a ‘community of practice’ in the area of MA dissertations as being good practice. Also worthy of note is the examination and review of a variety of styles of learning journals; effective use of WebCT and effective practice in staff development.


The impact of two OFSTED inspections and many TDA evaluations may alter or hinder developments in the Initial Professional Studies department. The change to professional standards for QTS, both for primary and secondary post compulsory education will almost definitely mean re-approval of the pathways within these areas.


Appendix 5

9. Conclusion

The sub-group concluded that the overall quality of the AMRs received was adequate, but Readers’ reports indicated that most reports would benefit from a more analytical stance. It was also noted that the use of centrally generated statistics continues to raise questions regarding their accuracy. The action plans for most reports contained some measurable outcomes, but further training in this respect would help authors to identify SMART action points in future years.

In its present form, the annual monitoring template is very effective in the monitoring dimension of quality assurance. The sub-group felt that it was less effective in the identification and promulgation of good practice and in its ability to promote genuine reflective engagement. The sub-group would welcome revisions that enabled the annual monitoring process to make a stronger contribution to the enhancement of provision. Additionally, whilst appropriate, the current emphasis on programme level monitoring does not in itself promote integration with the Department/Faculty developmental agenda.

Prepared on behalf of the Annual Monitoring sub-group by:

Chris Curran, Head of Department & Director of Studies, Faculty of EducationAlison Shilela, Associate Dean, Faculty of EducationCaroline Watts, Acting Faculty Quality Assurance Officer, AQSO

Other members:-

Linda Amrane-Cooper, Head of Department, Faculty of EducationScilla Furey, Head of Department, Faculty of EducationPenny Hood, Director of Studies, Ashcroft International Business School Ray Petty, Suffolk Postgraduate Centre 6th March 2007


Appendix 6

Institute of Health & Social Care

Annual Monitoring Overview Report 2005 – 2006

IntroductionThe IHSC Annual Monitoring Sub committee met on the 16th February 2007 to review the AMRs and Readers reports. The sub committee membership included four members of academic staff in IHSC, an external member from the Faculty of Education and the Associate Dean for Learning Resources and Quality from HSHS. This report offers a synopsis of all the Annual Monitoring Reports for IHSC and the issues raised in the synoptic report for HSHS. The vast majority of issues are similar and to differentiate all of them would be very repetitive. However, specific reference to individual institutions has been made where appropriate.

This year has been extremely busy for the Institute and HSHS. In common with the rest of the University, an extremely heavy schedule of re-approval events has been successfully concluded for both the 15/30 project and other new pathways. Additionally, both institutions have been participating in an assimilation process. There has been a huge amount of work to assimilate the curricula for the pre-registration nursing and midwifery pathways, the operating department practitioner pathway, and the continuing professional development provision. This has meant bringing together new teams to develop converged pathways in preparation for a further round of approval events in 2006-2007. Both HSHS and IHSC have been the subject of QAA Major Reviews for the Healthcare and Allied Health provision during the academic year under review. IHSC achieved confidence and commendable judgements across all the provision under review, and HSHS achieved confidence and commendable across all areas with the exception of the quality of learning and teaching opportunities where they achieved an approved judgement.

At the same time Heads of Department and Programme Leaders have been establishing themselves in their new roles within the second year of operation as the new Institute of Health and Social Care. The portfolio review that took place as part of the 15/30 project in IHSC reduced the provision to some degree but it still includes 170 pathways, and 336 modules many of which are delivered on a multi site, multi cohort basis across a patch that extends from Peterborough in the North to Southend in the South. This number will include the assimilated pathways in 2007 -2008. It is to the credit of all the staff involved that quality standards have been maintained, as evidenced by the external reviews of all the provision.


Appendix 6

1. Essential Requirements1.1 Annual monitoring reports for each Programme within the Institute have been

received and have been considered by a Reader approved by the Faculty Board. The report from HSHS has also been received. Two external examiners reports were outstanding at the time of the submission deadline but have been received since.

1.2 The list of pathways within the scope of the annual monitoring report, the list of relevant external examiners reports, action plans for the future and previous years have been produced in accordance with the requirements. The Readers reports for the previous year and responses have also been appended. A programme leader for Radiography was appointed during the academic year under review consequently a specific Readers report and action plan for that Programme was unavailable. Relevant comments from the aggregate Readers report for Allied Health have been addressed.

2. Statistical Data2.1 A recurring theme throughout the majority of the reports centres around the

accuracy of the centrally produced statistical data for IHSC. Assessment data is seen as more accessible and accurate. Data on the student profile has been augmented by that produced locally in order to provide the necessary information. This is not seen as a serious problem in HSHS.

2.2 The overall trends in relation to student continuation, retention and awards are positive. There are some issues in relation to attrition in the ODP pathway at HSHS and the adult branch of the Pre-registration Nursing pathways in both institutions. Plans are in place to address these issues. These include a profiling exercise at HSHS to identify any emerging patterns and a research project to establish any link between teaching strategies and student expectations in the first semester of study. Where students have left the pathways, exit interviews were carried out and explanations offered. Most frequently cited reasons for withdrawal include personal and financial reasons and wrong choice of course.

2.3 Some areas of provision, especially in the nursing and midwifery provision continue to offer bridging and extended programmes that respond to the widening participation agenda and provide opportunities for students who are experiencing difficulties to transfer. Flexible forms of delivery are increasing across the provision facilitating more work based and distanced learning. The Radiography provision is a particularly good example of increased recruitment by utilising this successful mode of delivery.

2.4 There is variation across the programmes in the use of statistical information. Programmes that have used the information particularly successfully include; Primary Care, Public Health & Social Policy (Cambs) (PCPH&SP); Radiography; Pre Registration Nursing (Overall) and Social Work


Appendix 6

and Social Care. The statistics have been used in these areas to review modules, increase marketing and improve recruitment. In Social Work, for example, the downward trend in recruitment was reversed by increasing the marketing in local schools. Other trends that have been identified include the increase in the number of students diagnosed with dyslexia, the increase in the number of under 21 year olds recruited to adult and mental health nursing. The increase in the number of dyslexic students has led to the formation of a working group to address the support needs of these students particularly in practice.

2.5 The simplified requirement of the statistical analysis in Anglia Ruskin did not appear to have had any notable improvement on the quality of the reporting in this area. Inaccuracy continues to be reported as a problem. The format of statistical information required by QAA in the Major Review of Health Care Programmes produced by the Data Quality Unit in our University is perceived to be more user friendly and accessible. The format could be further improved by identifying cohort delivery. This will be especially pertinent following convergence with HSHS. Opportunities will be sought for assistance for the Data Quality Unit and C&ITs to develop this format further.

3. External Examiners3.1 The Institute operates a close monitoring process for external examiner

reports and records responses made to any issues raised by them. A detailed spreadsheet records reports received, issue raised and responses made. Overall, in both HSHS and IHSC external examiners reports are very favourable, commenting on the comparability of standards across the sector and commending students on some excellent and potentially publishable work.

3.2 The quality of the referencing in assignments continues to raise some concerns. Lunchtime workshops are being offered to students by the Library in an effort to improve practice in this area. In one or two cases the management of the Departmental Assessment Panels was raised as an issue. However, these were isolated situations and the vast majority of reports commented favourably on the support that they received from administrative staff. There were two areas where standards at risk were identified, in podiatry where further intakes have been suspended and child, youth and families where detailed responses have been forwarded to the examiner in question. Some general issues have been raised by the external examiners in HSHS and are detailed in a similar spreadsheet with planned actions for resolution.

3.3 Some externals examiners in both institutions have raised concerns about the turnaround time for the return of scripts and the volume of work that is being sent, and these issues are being addressed through the revisions of


Appendix 6

assessment timetable. The excessive length time taken to process the work of the DAPS in IHSC and the extensive number of modules and pathways that are covered also caused comment. The streamlining resulting from the 15/30 project and the portfolio review should reduce this in future years.

3.4 Penalties for breaches of confidentiality is a contentious issue for external examiners from different professional groups and this was referred to the Institute Academic Quality & Approvals Committee meeting on 9 th May 2006, and an agreed response was formulated.

3.5 There has been an increase in the number of times that the subject of plagiarism has been raised by external examiners. There has been an increase in the number of instances but it has yet to become a major problem. The use of Turn-it-in software will be used more frequently where plagiarism is suspected, and the frequency of cases is being monitored.

3.6 Only two examiner’s reports out of a total of 63 IHSC external examiners reports identified specific areas of risk and where others had completed the box the comments did not appear to constitute risk. However, detailed responses to these comments have been made and sent to the external examiners.

3.7 The level of detail provided by some external examiners is somewhat limited, although verbal reports at assessment panels and awards boards is often more comprehensive. In one case the external examiner was asked to provide more information. It could be that the external examiner report template deters some examiners from responding fully.

4. Key Issues, Themes and Trends4.1 The QAA conducted two major reviews in 2005-2006 for both Health and

Allied Health provision in IHSC on behalf of the Department of Health. The judgements revealed confidence in relation to Academic and Practitioner Standards for all areas of provision. The Quality of Learning and Teaching opportunities were deemed to be commendable across all areas of provision. Very few areas of weakness were identified in the Action Plans for all three Major Reviews and some such as timely feedback and student evaluations of placement were common to all. Other issues included the need for word processed feedback, the accuracy of the mentor database, withdrawal rates in adult nursing, external examiners access to practice and the uptake of peer observation, lack of structure in the practice learning element of the Adult Branch community placement and the high number of student managed days, and the student perceptions of the Inquiry Based Learning approach at HSHS. The Allied Health review included issues concerning the incorporation of opportunities for Inter-professional learning and the need for mentorship training in Allied Health provision. These issues are being addressed within the Institute and HSHS, and are being monitored through


Appendix 6

the relevant Quality committees. 4.2 The professional bodies to whom the Institute report, are increasingly using

locally produced, rather than specifically requested, material in their review, accreditation, approval processes. Consequently the inclusion of commentary on practice is expected in monitoring reports and external examiner reports. This is not unreasonable given that in many pathways 50% of the time spent on the pathway is in practice, and the assessment outcomes are both theory and practice based. As a result more and more examiners are being encouraged to meet practice colleagues, visit practice areas and talk with students about their practice experience. However, issues in practice are yet to be commented on fully within the Annual Monitoring Reports. Guidance material and planned staff development events will focus on this area.

4.3 A key issue facing the provision is the external environment. Budget cuts and reductions in staffing in Local Authorities have meant that placement opportunities are becoming increasingly difficult to find. The local NHS trusts are in deficit and this is impacting on the commissioning of Continuing Professional Development pathways, but not the Pre-registration Nursing pathways. However, staff cuts and ward closures are beginning to impact on placement availability in 2005-2006 and will continue to do so. This is becoming a serious quality issue as the pressure on placement areas is beginning to impact on the student experience in both IHSC and HSHS. Strenuous efforts are being made to address the problems. This may also impact on future approvals as professional bodies are reluctant to approve pathways without guaranteed placements.

4.4 An ongoing debate in the past year has been the use of the Anglia Ruskin module evaluation form. This form has been amended to include practice information this year and is seen as an improvement of the previous version. Electronic completion and submission is seen as the next challenge.

4.5 Several of the Annual Monitoring Reports comment on the problems encountered in maintaining adequate administrative levels to service the large number of diverse pathways and programmes. This is an on-going issue and in some areas where a moratorium on replacement staff exists, this has impacted on the quality of service offered.

5. Previous Years Action Plans5.1 The Action Plans in some reports were perceived by readers to be unfocussed

in some areas and not specific enough to be measured. Nonetheless all the action plans were submitted and actions were addressed.

5.2 IHSC Institute Board Quality Enhancement SMART Action Plan 2005-20061. To review the configuration of pathways and programmes within

the IHSC:Partially completed as part of the 15/30 project,


Appendix 6

Further review taking place as a part of assimilation with HSHS.2. To ensure there is consistency and parity with clear marking criteria

across the Institute;Introduction of the University General Assessment Criteria and Masking Standards

3. To ensure the pathways within the IHSC that have joint PSB approval, i.e. Nursing, Midwifery Council (NMC) which has a statutory requirement that the programmes are 50% theory/practice, that this is reflected within the next AMR round 2005/06 of annual monitoring; Improvement seen but further staff development required.

4. To provide further staff development in the area of annual monitoring which revealed the need to provide adequate training/support for markers, particularly those new to the university, in order to avoid disparity in levels as identified in one particular case (Letter 16/2).Staff development meetings held with Programme leaders, exemplars shared and ‘surgeries’ offered for Programme leaders.

5. To ensure there is adequate administrative support which has implications for the quality of the student experience and student retention;Ongoing.

6. The need for an active marketing package for pathways with low recruitment figures' Appointment of Marketing Manager and detailed strategies developed for areas with low recruitment facilitated by an external marketing agency.The HSHS Action Plans were not available at the time of writing.

6. Future Action Plans6.1 The Committee felt that there continues to be considerable variation in the

quality of the reports received. Whilst some reports were very good with evaluative commentary, others were more descriptive. There are some Programme Leaders for whom this is a new process. In the interests of quality enhancement and staff development, Readers of reports where quality improvements could be made have arranged to meet with Programme Leaders to offer detailed feedback and as a result two reports will be re-submitted. A further workshop is planned to enable programme leaders to moderate each others reports in an attempt to improve the standard next year. Action plans are not sufficiently SMART.

6.2 One of the readers who is new to the process comments that there is considerable repetition in terms of the confirmation that the required components are present. At present four different individuals have to confirm that the requirements have been met. This would seem to be overly


Appendix 6

bureaucratic.6.3 There continues to be an on-going issue with the quality and use of the

centrally produced statistics. This must be addressed more satisfactorily in the forthcoming year.

6.4 The AMR template could be further improved in order to encourage more reflective and evaluative commentary and a greater emphasis on practice where applicable. The readers report template is repetitive and in some places does not articulate with the AMR template. More encouragement could also be made to refer to the Senate Summary.

6.5 Action Plan for 2006 -2007 Staff development workshops for Programme Leader and Heads of

Department to review and moderate the AMRs that have been presented with advice to increase the content on practice where applicable, improve the Action Plans, reduce the use of appendices without adequate referencing, improve the use of statistics and encourage authors of the reports to demonstrate the Quality Management and Enhancement agenda by the provision of more examples from their areas.

Develop the QAA format for programme and pathway statistics and include cohort data.

Staff development workshops for pathway leaders to improve the quality of the information supplied to Programme Leaders.

Encourage authors of the reports to demonstrate the Quality Management and Enhancement agenda by the provision of more examples from their areas.

7. Examples of Good and Innovative practice7.1 The development of student conferences to which both students and practice

colleagues are invited continue to be seen as examples of good practice These have been commented upon in successive external reviews.

7.2 The inclusion of a summary of external examiners comments responses and actions taken in Social Work Annual Monitoring Report is seen by the reader as a good model of practice.

7.3 The Job Fair run in conjunction with stakeholders is a further example of good practice.

7.4 The redesign of the placement evaluation tool at HSHS is seen as a major enhancement initiative. A revised process for maximising the completion alongside a more sophisticated reporting framework has resulted in 490 placement evaluation responses that indicated that 85% of students would recommend their placement area to other students.

8. Issues for Special Consideration The external environment will continue to impact on the work of the Institute


Appendix 6

and HSHS and the quality of the student experience. The financial constraints in the NHS may impact further on proposed

commissions and the provision of placement opportunities. The assimilation process between IHSC and HSHS has been protracted for a

variety of reasons. The resultant uncertainty has led to low staff morale in some areas and this coupled with effects of the introduction VSS in 2007 may impact on the management of change that will be required in the coming months.

9. Outstanding ActionsThe resubmission of two reports is required by the end of March 2007. The action plans from HSHS for 2005-2006 and 2006 – 2007 will be received shortly

10. ConclusionThe next academic year will include many challenges for the new Faculty of Health and Social Care. The AMRs for both IHSC and HSHS contain similar issues that will have to be addressed by the staff group and monitored appropriately by whichever committee the Faculty governance structure determines will have the quality brief.

The quality of the provision as a whole is good and this has been verified by the QAA and the other PSBs in the last year. The external examiners remain satisfied that rigorous standards are kept and maintained and that the provision equates with that of other academic institutions.

Whilst areas for improvement can and should always be identified, there is much to celebrate in the Faculty.


Appendix 7


Annual Monitoring of Delivery of Pathways in 2005/6

Faculty of Science and Technology Overview Report

1) Essential Requirements

Annual Monitoring Reports which met the essential requirements have now been received from all the Programmes in the Faculty:

Architecture and PlanningConstructionSurveying

Computer Science Computing Design & Engineering Technology Forensic Science & Chemistry Animal & Environmental Biology Biomedical, Molecular and Sports Science Ophthalmic Dispensing Optometry & Optical Management Psychology

Not all pathways delivered in Regional Partner Colleges engaged with the Annual Monitoring process. The Annual Monitoring Subcommittee has requested that pathway reports be submitted from pathways where there had been no input.

.

2) Statistical Data

All reports presented and considered the annual monitoring statistical data. Over the programmes the major issue of concern was the continuing high levels of non-completion within the normal registration period. This is interpreted as a consequence of the curriculum regulations which, required passing grades to be obtained in all modules and allowed up to three attempts. Changes implemented this year should see an improvement in the number of students who complete their pathways within the normal period

All reports used the centrally provided data as their main reference source. Although there have been improvements in the quality of this centrally provided pathway and programme statistics and the distinction between the requirements of annual monitoring and periodic review have been clarified, several annual monitoring reports identified areas where the statistics could be improved. Significant problems in coding as a consequence of transfer of


Appendix 7

students form the 10/20 to 15/30 curriculum (for example pathways coded to the wrong programme and/or department; double entries for single pathways; lack of co-incidence between central statistics and local knowledge: no detail relating to students registered on pathways delivered in partner college) were identified. Where action was sought to improve the statistical reporting, programme leaders found it difficult to identify who to approach to correct the errors

Improvements to the statistical support provided by the university for Annual Monitoring and clarification in the procedures for correcting errors will be sought

3) External Examiner Reports

All issues raised by external examiners were considered and responded to in detail, either in the main body of the report or in an appendix prepared by the Head of Department. Appropriate action was identified in the action plans.

The recurring themes highlighted by external examiners in 2004/5 reports have been considered in all reports. Improvements have been reported where these were identified as issues. However several themes remain of concern. Although communication with regional partners has improved significantly, this remains a problem in some programmes and the management and quality assurance of the delivery in regional partner colleges continues to demand a disproportionate time commitment. There are very few pathways delivered in the region which recruited more than 10 students in 2006 and none that recruited more than 20.

Although programmes have increasingly adopted web based strategies for plagiarism detection, there is continuing pressure for Anglia Ruskin to provide a lead in supporting electronic submission of assessments and electronic detection of plagiarism.

A number of externals’ (responses from Architecture & Planning, Surveying Computing, Computer Science, Technology Design & Engineering, Animal & Environmental Biology and Psychology Programmes) raised issues associated with the assessment timetable. Although in part these problems were undoubtedly a consequence of the university wide re-organisation completed during 2005/6, it is also apparent that the University calendar for 2005/6 did not allow for sufficient time for the collection and moderation of assessment before marks were submitted. Changes to the code of practice on assessment and integration of module delivery across the region significantly increase the administrative challenge in complying with the assessment timetable for 2006/7. New procedures have been implemented across the Faculty to address this problem and a review of the academic calendar has been initiated.

An area of concern shared by several external examiners was the poor style used by students in assessment. This was expressed as concerns regarding referencing style (Surveying, Computing) and poor English expression (Technology, Design & Engineering, Psychology). We have introduced Faculty wide WebCT based resources to support the introduction of student to


Appendix 7

appropriate styles of presentation and individual Departments have enhanced support to meet their particular needs. However it may be appropriate to consider an expansion of the University wide provision to support students who have specific difficulties with written English.

Last year a number of external examiners had concerns regarding the two tier assessment process. In general their concerns have been allayed. However the newly appointed external examiner in Optometry and Optical Management has again expressed strong reservations regarding the process. A robust explanation of the operation of our system has been provided and it is anticipated that he will have a fuller understanding of the procedures by the end of this academic year.

It is gratifying to note the large number of externals who praised the curriculum. For example, the external for Animal and Environmental Biology described the teaching as excellent and the curriculum as innovative, modern and challenging, the Psychology curriculum was described as innovative and up-to-date and the Forensic Science curriculum as standard setting in Higher Education. These externals are all themselves established academics in very highly regarded Universities

4) Key Issues

There continues to be significant variations in recruitment across the Faculty with all pathways in the Department of Built Environment Architecture and Planning, Surveying and Construction showing increases over the last few years The key issues identified in Annual Monitoring reports are listed below:\

Staffing – the over-reliance on part-time staff was an issue identified in the reports from Construction and Surveying. The significant increase in recruitment to these Programmes has meant that the numbers of full-time staff has not kept pace with student numbers. This is being addressed. However, recruitment of suitably qualified staff has proved problematic. There was a particular problem in Forensic Science where the combined effect of staff illness and staff resignations led to high workloads for the remaining staff.

Physical Resources – Despite a significant investment in new equipment, the quality of the studio and laboratory provision for Technology students remains an issue. The efficient procurement of the appropriate equipment and commissioning of the new facilities has been problematic.

The pressure on studio facilities in Architecture and Planning continues to cause concern and is unlikely to be completely resolved before the opening of the Faculty Building in 2008.


Appendix 7

Student related issues. The high number of students who are taking more than the expected time to complete their awards was identified as an issue by a number of Programmes. It is anticipated that this will improve with the introduction of the new regulations

Quality Assurance. Although communication with regional partner colleges and compliance by partner colleges with quality assurance procedures has improved, it has proved difficult to engage some pathways and partner colleges in the Annual Monitoring process perhaps because they were not formally required to produce pathway reports.

In several reports there was concern expressed regarding the standards of written English and the consistent use of the scientific style. This is being addressed at Programme and Faculty level However, it may be appropriate to consider University wide support for students who have specific learning needs in written English

All of these issues are being addressed by the Department or Faculty. However Programme Leaders require further support in their efforts to fully engage some pathways delivered in partner colleges in the Annual Monitoring process and students with specific learning needs in written English would benefit from University wide support.

5) Previous Year’s Action Plans

Annual Monitoring Reports included last year’s action plans and a record of action taken. There was some variation in the detail included to demonstrate that action had been taken.

6) Future Action Plans

A complete set of Action Plans is attached. These broadly address the issues identified above.

7) Examples of Good and Innovative Practice

A wide range of good and innovative practice was identified in Annual Monitoring Reports and in feedback from external examiners. A common theme in externals reports was praise for innovative, relevant and standard setting curriculum (Animal & Environmental Biology, Forensic Science, Psychology, Technology). Strong and links with professional bodies were identified in Psychology, Architecture and Planning, Technology, Design and Engineering). Highlighted examples of good practice include:

Mid-module learning review (Surveying) Creative and innovative use of WebCT (Surveying, Computer Science) Exemplary module guides and structured student feedback

(Construction, Psychology) Engagement of employers in exhibitions of student work (Construction)


Appendix 7

Collaboration with employers in assignments (Architecture and Planning) Study abroad opportunities (Architecture & Planning) Employer sponsorship of student prizes (Architecture and Planning) Buddy mentoring for part-time students (Computing) Curriculum focussed conferences (Computing) Success by students in external competitions (Computing) Imaginative and innovative assessments (Psychology, Construction,

Animal & Environmental Biology) Innovative Distance Delivery (Ophthalmic Dispensing) Exceptional performance in external examinations (Optometry and

Optical Management) Exceptional opportunities for fieldwork learning (Animal & Environmental

Biology) Practitioner engagement with the delivery of the curriculum (Animal &

Environmental Biology) Effective monitoring of plagiarism (Technology)

8) Issues for Special Consideration during 2006/7

It is suggested that Programme Leaders will give special consideration to the integration of Regional Delivery with core Anglia procedures and processes.

9) Comments

Annual Monitoring Reports were effective in reviewing the delivery of the curriculum across the activities at core Anglia and for most of our regional partners. However, it has proved difficult to fully engage all the pathways in our partner colleges with the Annual Monitoring process. In the absence of a formal reporting structure, some Programme Leaders have found it difficult to obtain comprehensive feedback from pathway leaders in some partner colleges.

Iain BrodieAssociate Dean (Quality & Programmes)

Feb 2007


Appendix 7


Appendix 8

Anglia Ruskin University

Annual Monitoring

Foundation Degrees Synoptic Report

Anglia Ruskin University and its partner institutions currently approve the Foundation Degrees listed in section two. The majority of Foundation Degrees were re-approved during the year 2005/6 as part of the 15/30 curriculum changes. In cases where it was decided not to continue the degree one of two actions were taken. Either the degree was approved as a populated non continuing title and all modules were revised or the degree was approved to complete in summer 2007 using original modules

This report considers the analysis and evaluation of Foundation Degrees undertaken as part of the Annual Monitoring Process for the academic year 2005/6.

There were a number of emerging issues and these are reported in Section One.

SECTION ONE

Academic Standards

It is clear from external examiner reports that Foundation degrees are maintaining academic standards as appropriate. Two pathways were the subject of QAA review during the year, FdSc Radiotherapy and Oncology Practice and FdA Public Service. Both were successful. Students on the FdA Public Service had some difficulties with poor academic practice. These were successfully addressed by the academic team.

Enhancement

It was recognised in many reports that the 15/30 curriculum was a means for reviewing and making necessary changes to modules. Links with regional partner institutions were frequently referred to and there has been renewed activity in this area. Discipline network groups have been a positive method of communication.

Work Based Learning

The arrangements for this varied considerably and it would be useful to engage in discussion with academic teams and students to ensure that appropriate support and advice is given and good practice shared. The appointment of workplace / placement co-ordinators has been a positive way to manage and develop placements. Arrangements for supervision in the workplace and for preparation of supervisors should be reviewed with the intention of setting standards and providing agreed levels of support for students.

Working online

The challenges of obtaining electronic information from regional partner institutions has been a continuing problem in the last year. Although there is now a useful guide available this does not overcome some of the access problems.

Staff development is required for blended and distributed e-learning modules and has not always been satisfactory.


Appendix 8

Conclusion.

In a period of change, standards within Foundation Degrees have been maintained. As staff have gained considerable experience in delivery of these degrees and in working with partners and the workplace, development of online facilities and of workplace supervision can inform future new Foundation Degrees.

Marian ReddingHead of Modular Programmes12th April 2007

SECTION TWO

Faculty Fd Pathway TitleALSS FdA Paralegal Studies

FdA Popular Music

FdA Print Journalism

FdA Public Service

FdA Professional Photography

AIBS FdA Management

Education FdA Early Years Childcare and Education

FdA Learning Support (Primary Education)

FdA Learning Support (Secondary Education)

IHSC FdSc Associate Practitioner

FdSc Counselling (10/20 running out)

FdSc Radiotherapy and Oncology Practice

FdA Working with Young People

Science & FdSc E-Commerce

Technology FdSc Engineering (PNCP)

FdSc Ophthalmic Dispensing

FdSc Supply Chain (Logistics and Operations Management)FdSc Supply Chain (Port and Maritime)FdSc Supply Chain (Procurement and Purchasing)


Appendix 92005/6 Annual Institutional Review Report ofEdexcel Licensed Centre BTEC programmes

This annual Institutional Review Report (IRR) should relate to all BTEC programmes run as institutional awards under the Licence Agreement (in most cases this will mean Higher National programmes).Please send your IRR to the Edexcel University Chief Examiner to arrive before the end of March 2007

Note that any of the following tables may be scrolled if necessary.

ADMINISTRATIVE AND PROGRAMME DETAILSCentre:Anglia Ruskin University

Centre number:16311

Review sent by: Paul Baxter/Sharon Simpson Date of submitting IRR: 30 March 2007

Position in institution: Head of Quality Assurance/Institutional Quality Assurance Officer E mail address: [email protected]/ [email protected] of Committee/Board approving submission of the IRR:Professor Lesley Dobrée, Pro-Vice Chancellor, Quality Enhancement, Chair of the Academic Standards, Quality & Regulations Committee, on behalf of the Senate (the full report will be received by the Senate at its next meeting on 25th April 2007).

FOR EACH BTEC PROGRAMME RUN AT YOUR CENTRE, PLEASE GIVE:

Title of programme: Notes: 1. Indicate with a * programmes that are also run at partner

institutions.2. For integrated HNC/D programmes please indicate HNC and

HND awards separately ( eg. 12/21 for 12 HNC and 21 HND awards).

Number of students receiving award in IRR period

Comments:Please add comments as necessary. In particular, if no awards are made for any programmes.

HND Property and SurveyingHND Building ManagementHND Civil Engineering*HND Architectural Design TechnologyHNC Business Information Technology*HND Business Information Technology*HNC ComputingHND ComputingHNC Multimedia ComputingHND Multimedia ComputingHND Audio & Music TechnologyHND Internet Management & Web DesignHND Computer Aided Product DesignHND ElectronicsHNC Electronic EngineeringHNC Engineering*HND Engineering*HND E-CommerceHNC Applied BiologyHNC ChemistryHNC Business Management*HND Business Management*HND Tourism & Leisure

502442372131207717340499141

Please see note below**



FOR EACH BTEC PROGRAMME DELIVERED BY A COLLABORATIVE PARTNER CENTRE, PLEASE GIVE:

Partner institutionTitle(s) of programme(s) run at institution

Number of students receiving award in IRR period

Comments:


Appendix 9Braintree CollegeHNC Business Information Technology

Cambridge Regional CollegeHNC ConstructionHNC Business ManagementHNC Design (Graphic Design)HND Motor Vehicle Engineering (Motor Sport)HND Sports Science

Colchester InstituteHNC Business StudiesHNC Art & Design (Visual Communications)HND Art & Design (Visual Communications)

College of West Anglia (COWA)HNC Information TechnologyHND Information TechnologyHNC Graphic Design (Isle campus)HNC Design (Graphic Design)HNC Health & Social CareHNC Business ManagementHND Information Management Technologies

Easton CollegeHND Sports, Health & ExerciseHNC Agriculture & Food ProductionHND Agriculture & Food ProductionHNC Animal Science & WelfareHND Animal Science & WelfareHNC Countryside ManagementHND Countryside ManagementHND Equine Science & WelfareHND Horticulture

Great Yarmouth CollegeHND EngineeringHNC Child, Youth & Family StudiesHND Child, Youth & Family Studies

Epping Forest CollegeHNC Business ManagementHND Business ManagementHND Business Information Technology

Havering CollegeHND Travel & Tourism Management

Huntingdonshire Regional College (HRC)HNC Information TechnologyHNC Photography (Commercial Practice)HND Photography (Commercial Practice)

Lowestoft CollegeHNC Business ManagementHND EngineeringHNC EngineeringHNC Childhood & Youth Studies

4

105030

015

0000100

1310371535

021

270

0

714

373




Please see note below**Please see note below**Please see note below**Please see note below**

Please see note below**Please see note below**






Appendix 9

South East Essex VIth Form Community College (SEEVICC)HND Sports, Health & Exercise

Thurrock & Basildon CollegeHNC Business Management

West Suffolk CollegeHND Information TechnologyHNC Business ManagementHND Business ManagementHND EngineeringHNC EngineeringHND Childhood & Youth StudiesHND Motor Vehicle EngineeringHND Building Services EngineeringHNC Building Services EngineeringHND Civil EngineeringHNC Civil EngineeringHND ConstructionHNC Construction

13

0

0

4828191055112510




**The majority of Anglia Ruskin HNs are delivered to part-time students who, therefore, do not necessarily complete within two years. HN programmes also experience some student withdrawals and some failures. Students who demonstrate high achievement in the early stages of their course may transfer to an Honours degree pathway.

ANNUAL REVIEW OF BTEC PROGRAMMES

1 ACADEMIC STANDARDS AND ASSESSMENT Do the External Examiners for each programme covered by the Licence Agreement confirm that the standards set are appropriate for the level of the qualifications?

YES

If this is not the case for any programme give details here and refer to Section 5 if appropriate.

N/A

2 ACADEMIC STANDARDS AND STUDENT PERFORMANCEDo the External Examiners for each programme covered by the Licence Agreement confirm that the standard of student performance is at a level appropriate for the programme they have studied?

YES

If this is not the case for any programme give details here and refer to Section 5 if appropriate.

N/A

3 QUALITY ASSURANCE PROCESS FOR BTEC PROGRAMMESDescribe briefly how the institutional quality assurance processes used for producing this report provide an effective focus on the programmes covered by this review and ensure consistency of practice across all programmes. (Include the procedures in place for franchise programmes, where relevant). If this focus is apparent from your published quality assurance review and monitoring procedures, simply attach these procedures to the Review (or provide an electronic link to them).


Appendix 9

Following a significant reorganisation of the University’s academic infrastructure, a revised annual monitoring process was introduced from September 2005. This process is based on the organisational structure of the ‘Programme’. A ‘Programme’ is a collection of cognate pathways, overseen by a ‘Programme Leader’ and is a key feature of the University’s curriculum management systems. All pathways, including those delivered by collaborative partners, are allocated to one and only one ‘Programme’. This is the second year of operation of the revised annual monitoring process.

Each Programme Leader is required to submit an annual monitoring report encompassing delivery of all pathways within their Programme at all delivery locations. A key aspect of this process is dialogue between the Programme Leader and individual Pathway Leaders. The resulting report produces a S.M.A.R.T. Action Plan for the forthcoming year. This addresses any issues highlighted in the report, including responses to external examiners’ reports and the identification of examples of good practice for dissemination. For reporting on delivery in 2005/06, a new requirement has been introduced whereby Programme Leaders are asked to identify ‘significant and/or commendable achievements’ for dissemination. For further information on ‘good practice’ and ‘significant and/or commendable achievements’, please see section 6 below.

In order to ensure a consistent approach across the University, a template is provided for the Programme Report. All reports are subject to an initial check for completeness, by the Associate Dean and Faculty Quality Assurance Officer, before formal submission to the Institutional Quality Assurance Officer in the Quality Assurance Division.

The Programme Annual Monitoring Reports are read, respectively, by appointed Readers, approved by the relevant Faculty Boards. The Reader produces a report (following a prescribed template) which provides speedy feedback to the author, highlights relevant issues and comments on the quality of the report. The Readers’ Reports and the associated Programme Reports and S.M.A.R.T. Action Plans are considered by the appropriate Faculty Board Annual Monitoring Subcommittee. Each subcommittee produces, for the attention of the Faculty Board, an Overview Report on the operation of the process at faculty level. Concurrently, those Programme Reports which include Edexcel provision are considered for the production of the IRR; a similar process is conducted for all foundation degrees.

Finally the five Faculty Overview Reports, the Edexcel Report and the Foundation Degree Report are considered by the Senate, together with a final summary of the entire process, written by the Head of Quality Assurance.

4 SIGNIFICANT CHANGES AND ENHANCEMENTSGive any significant changes in provision, such as newly validated Higher National programmes, changes in franchise position, cessation of programmes, etc. Also, any enhancements to individual programmes you wish to report.

As reported in the IRR for 2004/5, a full review of Anglia Ruskin’s collaborative provision was undertaken during 2004/5, resulting in significant changes to the nature and size of the University’s collaborative provision. Furthermore, from September 2006, a number of partner colleges are collaborating with new awarding bodies. This report therefore covers the final year of Anglia Ruskin’s collaborative activity with the following colleges delivering HNs:Colchester InstituteEaston CollegeGreat Yarmouth CollegeHavering CollegeLowestoft CollegeWest Suffolk College

During 2005/06, the University also undertook a major review of its provision, realigning the University’s standard module size from multiples of 10 credits, to multiples of 15 credits. This report therefore covers the final year of such pathways. However, a small number of pathways maintaining a structure of multiples of 10 credits will continue until current students complete their award. These HNs are listed below and will come within the scope of next year’s IRR:


Appendix 9

HND Health & Social Studies, COWAHND Graphic Design, COWA (Isle campus)

5 MAJOR ISSUESSummarise the situation over any major issues with regard to the BTEC programmes, including issues that have arisen from External Examiners’ reports and with respect to student experience (including teaching and learning resources and issues from programme committees):

unresolved issues raised in previous session(s): action taken

HNC/D Health & Social StudiesThe IRR for 2004/5 commented on:

a weakness for the HNC programme of students’ inadequate referencing the external examiner’s concerns over the appropriateness of the Research Module

assessment strategy the external examiner’s concerns over the failure of some students to always observe

confidentiality in written work resulting from Observation PlacementAs the annual monitoring report for delivery in 2004/5 did not specify whether any action had been taken, this was referred back to the Programme Leader who reported the following this year:“The HNC is not going to run next year. Student numbers have been low. However, the Pathway Leader has arranged study skills sessions and there is a confidentiality statement on each assessment sheet.”The external examiner report at the end of the academic year will be checked to monitor satisfaction with progress on the relevant issues.

new issues and action planned to resolve them: where possible, state where the responsibility lies for action and give a time scale.

HNC/D Information TechnologyTwo issues have been identified:

The lack of a dedicated Linux lab was a concern for students at COWA. Plans were put forward to put a Linux lab in place by September 2006. This was monitored by the Department and is now in place.

There has been difficulty in getting student representatives at meetings at HRC and COWA. A high proportion of students are part-time. This has been addressed through the S.M.A.R.T. Action Plan with the intention to hold more meetings so that more representatives can be involved in the process. This will be actioned and monitored by the college course leader.

HND ComputingThe Programme Leader reported that completion rates were low. Over a third of the fourteen students starting the year transferred to the Computer Science degree*. Others did not complete for reasons of debt, intermission or withdrawal. There were only two year three, part time, students remaining. Student retention, recruitment and attendance, is being addressed through targets in the S.M.A.R.T. action plan. This will be actioned by the Programme Leader, Head of Department and regional Course Tutors and will be monitored by the Head of Department and Programme Leader.

*Most of the HND students elect to attempt extra modules and subsequently transfer to the BSc (Hons) pathway. Therefore fewer HNDs are awarded. This trend is also beginning to happen at the regional partners as students take up the opportunity to transfer to local Dip HE pathways or to a degree at Anglia Ruskin.

HND Graphic Design (College of West Anglia (COWA), Isle Campus)The external examiner for modules that contribute to the Dip. HE and HND Graphic Design pathways expressed a number of concerns in his report with regard to the marking process at the Isle Campus of COWA (and in particular the preparation of staff for the marking process), standards achieved on the major project and the use of visiting lecturers and field trips. An action plan was prepared in response to the report, following a meeting between various members of the Pathway/Programme Team from both COWA and Anglia Ruskin (including the Head of Department), the Associate Dean (with responsibility for quality assurance in the Faculty of Arts, Law & Social Sciences) and the Head


Appendix 9of Quality Assurance. The plan has been welcomed by the external examiner and its implementation will be monitored through the annual monitoring report for the academic year 2006/07.

6 GOOD PRACTICEGive any examples of good practice at institutional level in relation to BTEC programmes that you wish to draw to the attention of Edexcel, including examples of good practice raised by External Examiners, and Internal and External Reviews of BTEC programmes.

As reported in the IRR for 2004/5, the Anglia Ruskin Senate approved a definition of good practice, to be adopted in the annual monitoring process in response to concerns that many reports simply listed standard practice as good practice. Programme Leaders also have the opportunity to identify significant and/or commendable achievements. This encourages fewer, but stronger and more appropriate citations of good practice.

The annual monitoring process, as outlined in section 3 above, culminates in a summary report, considered by the Senate. The Senate endorses examples of good practice identified in the summary report, for dissemination to other areas of the institution which may be able to learn from these. As the focus of annual monitoring is based on the organisational structure of the Programme, such examples of good practice are drawn from across the University, at Programme level, and do not therefore, identify individual pathways from which the examples are drawn. Dissemination to the wider University community includes details of those who can be contacted for further information. Colleagues are asked to consider and/or adapt for use, examples of good practice, highlighted in the overview report on annual monitoring for the previous academic year, for delivery of any pathway which may benefit from this.

Due to the nature of the University’s modular scheme, HN students may be taught alongside degree students and any example of good practice may be a feature of delivery of a module contributing to more than one pathway.

The summary report on the annual monitoring process for 2005/6 will be considered by the Senate at its meeting of 25th April 2007. The endorsed examples of good practice will be available after that date and can be provided to supplement this IRR if required.

7 OTHER COMMENTS Mention any points you may wish to make that would not otherwise be covered in the report. If you have received any relevant (non-confidential) reports during the year from bodies external to your institution (eg Collaborative Audit, Professional Accreditation reports, etc.), use this Section to make any comments, or to provide a reference to such reports.

(i) The IRR for 2004/5 reported that the Assistant Director of the Registry and the Head of Quality Assurance were conducting a review of moderation and sampling processes with a view to introducing revised guidelines from September 2006. During the 2005/6 academic year, the University revised its regulatory framework for all taught pathways and produced a new set of Academic Regulations with implementation from September 2006. The Anglia Ruskin Senate Code of Practice on the Assessment of Students, which details the University’s policy for various aspects of the assessment process including internal and external moderation, was subsequently revised to reflect the new Academic Regulations and was approved by the Senate in November 2006. The revised Code contains revised and more explicit requirements for the moderation and sampling processes for all modules contributing to taught pathways (including HNs) across the University and all of its collaborative partners.

A ‘Procedural Document’ to support the Code of Practice is currently being developed which will provide academic staff and other relevant staff with a step-by-step guide to the assessment process from the design of assessment tasks to the moderation of assessed work and the final publication of results. The first draft of this document has been considered by the University’s Academic Standards, Quality & Regulations Committee in March 2007. It is envisaged that the final draft will be agreed in May 2007 with implementation from the 2007/08 academic year.


Appendix 9(ii) In December 2007, the University will undergo its next QAA Institutional Audit. This is a particularly important engagement for Anglia Ruskin as it seeks to demonstrate the considerable progress made since the May 2004 judgement of ‘limited confidence’. The Action Plan and subsequent progress report, submitted following the previous Audit, have been accepted and signed off by the Agency.


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