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Internal Subject Review PAPER C The attached paper is the draft Annual Institutional Statement to the Scottish Funding

Council on Internal Subject Review. The Committee is invited to provide comment on the

draft and to endorse the Statement prior to its formal submission to the Funding Council by

the deadline of 30 September 2012. Thereafter, it will be endorsed by Senate and Court at

their next meetings, 10 and 22 October respectively.

Members will also be asked to consider and to report on planning for Programme Review in

the coming year.

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Annual Institutional Statement to the Scottish Funding Council on Internal Subject Review September 2012

Introduction

This report provides a summary of the outcomes of internal and external reviews of degree programmes carried out by the University of Dundee during Academic Year (AY) 2011-12 under the terms of the Council guidance to higher education institutions on quality, Section 2: Annual reports from institutions (SFC, 2008) and the letter to the institution from the SFC Assistant Director, dated 26 July 2012.

1. Internal Reviews conducted during Academic Year 2011-12

Internal reviews (‘programme reviews’) carried out in AY 2011-12 are summarised in Table

1. Further details of the outcomes, as contained in the Review Board reports, are provided in the Appendix.

2. External Reviews conducted during Academic Year 2011-12

The University’s policy is that, subject to a decision by the relevant School Dean(s), with

guidance from the Director of Quality Assurance and Deputy Principal for Learning and Teaching when requested, Schools may elect to carry out a joint programme review/accreditation event. Accreditation events for AY 2011-12 are summarised in Table 2. Further details of the outcomes as contained in the reports from reviews involving Professional, Statutory and Regulatory Bodies (PSRBs) are provided in the Appendix. A number of PSRBs now produce supplementary annual reports. The Institution regards these as contributing to its annual programme monitoring process; hence, the outcomes from these reports would normally be considered by School Boards in the first instance and are not presented here.

3. Role of Support Services in the review process

The University’s Quality Assurance Framework (QAF) includes a policy guidance note1 for

Evaluation, Consultation and Planning within Programme Review. This states that prior to the Programme Review event, programme teams should consult with specific support services with a view to optimising the effectiveness of the support provided by each service. Programme reviews take into account the adequacy of support resources, the effectiveness of communication and how support for the programme could be improved for the future. The

University’s policy is that the following support services should be consulted:

• Admissions and Student Recruitment Service

• Academic Professional Development

• Information and Communication Services

• Library & Learning Centre

• Student Services, including the Careers Service and Disability Services.

1 Available at: http://www.dundee.ac.uk/qaf/programmereviewguidancenotes.htm. Note that the

effectiveness of the processes and procedures detailed in the QAF are currently under review.

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The guidance note includes detailed recommendations about the scope of discussion in each case.

Support Services are also represented on Programme Review Boards. The policy is that such boards must include one representative from Admissions and Student Recruitment Services, and at least one from the other support services. The aim is to maintain robust links to support teams and the diversity of input, whilst providing the opportunity for the School to seek guidance from whichever sources it deems the most valuable, according to the nature and needs of the programme. Suggested areas of focus for individual Programme Review Board members are provided in the policy guidance note. It is also emphasised that all members of the review board have both the authority and responsibility to comment on any aspect or issue that arises.

In determining whether a PSRB accreditation event should be considered as a joint programme review / accreditation event, School Deans are expected to take into account all aspects of any externally designed procedure, including the extent to which University support services are consulted.

Our Institutional approach to the role of support services in the periodic review process is currently the subject of internal consultation in order to ensure alignment of our current approach and practice with our Learning and Teaching Strategy, as well as national developments and expectations.

4. Identification of good practice and issues relating to development needs

Most of the development needs and good practice identified during Programme Review and accreditation events are specific to programmes and disciplines, and are considered at School Board level, feeding into College Boards and College Learning and Teaching committees, or equivalent, where necessary. Sharing of good practice, as well as identifying issues and development needs are currently addressed via an annual review of School Learning and Teaching Development Plans. A summary and overview is provided by the Deputy Principal for Learning and Teaching, and is considered by the University Learning and Teaching Committee, reporting to Senate. Note that the effectiveness of our approach to Institutional oversight of quality enhancement and assurance is currently under review to ensure alignment with our emerging Learning and Teaching Strategy for 2012-17.

As a result of this year’s programme review activity, good practice identified during

programme reviews was often specific to programmes and/or discipline needs. However, the following positive features were identified as appearing in more than one report and/or having wider relevance within the University:

• positive, reflective and open approaches by the staff to the programme review process

• clear, high quality documentation to support the activities of review boards

• the focus on employability of graduates, and engagement with the Careers Service

• the good relationships and engagement of programme teams with students, and provision of robust student support

• the high level of commitment of teaching and administrative staff

• good interactions between programme teams and central services to the benefit of students

• high-quality mechanisms in place to receive and respond to student feed-back

• peer review and sharing of good practice.

The following issues were identified as appearing in more than one report and/or having wider relevance within the relevant College and the University:

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• the need to ensure financial sustainability through strategic approaches to marketing and student recruitment

• concerns were raised about staffing levels (both academic and administrative) and hence programme sustainability

• some programme teams should consider utilising the full potential of SITS

• postgraduate tutors and early career staff would benefit from more training in teaching and assessment

• further optimisation of centralised timetabling is required.

Key issues specifically noted by review panels for attention at the level of the Institution included the following:

• improve the current deployment and promotion of MyPDP and to look at alternatives for embedding graduate skills

• ensure that due consideration is given to the effectiveness of the centralised timetabling system

• leadership and direction should be provided on part-time programmes with regard to sustainability

• attention should be paid to succession planning to ensure the smooth running of modules and programmes

• where learning space is reconfigured, it should be ensured that there is no diminution of the student experience as a consequence

• the University should consider allowing a higher level of flexibility within the technology currently used

• the IT requirements of PSRBs for accredited programmes should be given full consideration and supported appropriately (General Teaching Council Scotland).

These issues will be discussed at forthcoming Learning and Teaching meetings, as appropriate, with this report and any observations and suggestions for action reported to Senate for consideration. School-specific issues will be communicated directly to Deans and Vice Principals, and the Deputy Principal for Learning and Teaching.

The key points arising from the programme reviews will be discussed at forthcoming Learning and Teaching Committee meetings, as appropriate, then reported to Senate as above. They will also be communicated to the Library and Learning Centre Assistant Director (Educational Development) for potential action or dissemination. This will take place using a range of mechanisms, including educational development events, the

University’s Highlighter newsletter and potential nomination for awards for teaching

excellence.

5. Role of student representatives in the review process

Our University policy is that internal reviews include a student representative as a full member of the Programme Review Board. The student board members are normally

elected sabbatical executive members of the students’ association, DUSA, who have

undergone training which includes input from Student Participation in Quality Scotland (sparqs) and staff from the Directorate of Policy, Governance and Legal Affairs.

All Programme Review Boards interview a panel of students and graduates, and evaluate their comments, as part of the Programme Review process. The composition of accrediting body review boards and panels is generally defined by the PSRB and usually includes a student/graduate member and meetings with students/graduates.

6. Reflection on the review process and outcomes of 2011-12 reviews

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Staff and students continue to engage positively with the review process, and the core value of enhancement is usually reflected in review board reports. The detailed guidance provided

through the University’s Quality Assurance Framework and the commitment and positive

approach of Schools and the College programme review conveners (and support staff) contributes to the enhancement-focussed goals of Programme Review events. We are continuously seeking improvement, and will be undertaking an evaluation of the effectiveness of our Quality Assurance Framework in the future, with a view to increasing the focus on enhancement, and ensuring our assurance processes support this.

A recurring theme that emerged from the review reports this year, was the positive, supportive relationship between programme teams and their students, and the use of student feedback. This is a strength that we seek to build upon. A further message that came through from the review reports was a new emphasis on sustainability. A recommendation from the AY 2010-11 report was to include a requirement for a sustainability review as part of programme review. This was subsequently embedded in our programme review guidelines. Sustainability featured heavily as a theme in the review reports for AY 2011-12. We need to reflect on whether a requirement to review sustainability at the same time as programme quality detracts from our goal of enhancement focus during the programme review. This will be a subject for discussion at our Learning and Teaching Enhancement Forum and Learning and Teaching Committee.

7. Equality and diversity in relation to quality assurance and enhancement

Embedded in our programme review process is a requirement to reflect on the inclusive nature of the curriculum. This is supported by a checklist to aid staff in this activity. This checklist must be completed as part of the programme evaluation materials, and asks for confirmation of the following:

• all staff (academic and support) involved in the programme have completed the

University’s mandatory training on equality and diversity

• curriculum development has taken account of a wide range of viewpoints representing the protected characteristics under the Equality Act 2010

• the learning environment promotes equality of opportunity

• learning outcomes accommodate all protected characteristics

• curriculum content reflects an appropriate range of cultural perspectives

• an appropriate range of teaching approaches is used

• strategies are in place to engage all students in class activities and to allow the student body to integrate with one another

• assessment methods take account of the range of needs and backgrounds of the student body

• feedback given to students on their work is sensitive to the need to maintain the dignity of the individual

• where used, placements, internships and periods of learning abroad have been scrutinised in relation to equality and diversity issues.

The extra-college and extra-school members of the review board are asked to focus on these areas during the review event.

8. Forward plan of reviews for Academic Year 2012-13

The forward plan for reviews for AY 2012-13 is summarised in Table 3.

9. Status of report

Owing to the timings of the SFC submission deadline, the availability of review reports and the dates of meetings of the relevant University bodies, this report has not yet been

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endorsed by the relevant University bodies, nor the University Court. It is, however, submitted with the approval of the Principal and the Deputy Principal for Learning and Teaching. A further note indicating that the report has been endorsed by the relevant University committees and University Court will be submitted in due course.

September 2012 University of Dundee

Note: Any queries about the information in this report should, in the first instance, be directed to Dr Lesley McLellan, Director of Quality Assurance, University of Dundee ([email protected]).

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Table 1. Summary of Internal Reviews and Outcomes for Academic Year 2011-12

College Subject area Outcome of review

School of Computing

None

n/a

School of Duncan of Jordanstone College of Art and Design

None

n/a

College of Art, Science and Engineering

School of Engineering Physics and Mathematics

None

School of Business

MSc International Business Programmes

MA/BSc Economics and the Diplomas in Economics and Financial Economics

Approved

Approved

School of Education, Social Work and Community Education

None

n/a

School of Humanities

None

n/a

School of Law

LMM Programmes

Approved

School of Psychology

None

n/a

School of the Environment

MA &BSc Geography

Approved

College of Arts and Social Sciences

Graduate School of Natural Resources Law, Policy and Management

None

n/a

Continuing Education

MA (Part-time, Evening)

Approved

College of Life Sciences

School of Life Sciences Learning and Teaching

None

n/a

School of Dentistry

None

n/a

School of Medicine

None

College of Medicine, Dentistry and Nursing

School of Nursing and Midwifery

None

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Graduate School of Medicine, Dentistry and Nursing

Masters programmes (clinical) in orthopaedic and related disciplines (MChOrth (Master of Orthopaedic Surgery), MSc/Dip Orthopaedic & Rehabilitation Technology, PGCert Clinical Audit & Research for Healthcare Professionals).

Draft recommendation for approval under consideration by the Approval Board

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Table 2 Summary of External reviews (including ‘‘‘‘joint’’’’ events) and their outcomes for AY 2011-12

College School (and reviewing body/bodies involved) Outcome of

review

School of Computing

None

School of Duncan of Jordanstone College of Art

None


School of Engineering, Physics and Mathematics

BEng (Hons) Electronic & Electrical Engineering, BEng (Hons), Electronic Engineering and Physics, MSc, Electronic Circuit Design and Manufacture (The Institution of Engineering and Technology).

BSc (Hons) Mathematics and BSc (Hons) Mathematical Biology (Institute of Mathematical Biology)

Civil Engineering: MEng Civil Engineering Design and Management, BEng (Hons) Civil Engineering, BEng Hons Civil Engineering and Management, MSc Civil Engineering, MSc Concrete Engineering and Environmental Management, MSc Geotechnical Engineering, MSc Structural Engineering and MSc Construction and Project Management (Joint Board of Moderators)

BEng approved Approval for MSc

on-going

Approved

Approved

School of Business

BAcc Accountancy, BAcc (Hons) in Accounting (Institute of Chartered Accountants of Scotland)

BAcc (Association of Chartered Certified Accountants)

ICAS Approved

Ongoing


Initial Teacher Education Programmes: BEd (Primary, Hons), PGDE (Primary), PGDE (Secondary), MA (Hons) Education, PGDE (Primary or Secondary, Med pathway) (General Teaching Council for Scotland).

Teaching Qualification, Further Education: Postgraduate Certificate in Teaching Qualification Further Education, Certificate in Teaching Qualification Further Education (General Teaching Council for Scotland)

Approved

Approved


None

School of Law

LLB and Diploma in Legal Practice (Joint Academic Stage Board, the Law Society and the Regulatory Authority for Solicitors)

Approved


None


BA Architecture, M.Arch (Royal Institute for British Architects)

Approved



None

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College of Life Sciences

School of Life Sciences Learning and Teaching

None

School of Dentistry

None

School of Medicine

None

Nursing and Midwifery

None



None

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Table 3 Forward plan of reviews for AY 2012-13 Accrediting bodies are provided in parenthesis

where relevant.

College Subject area

School of Computing

BSc and BEng Computing degrees including Business Computing

MSc programmes in Computing

MSc in IT and International Business

School of Duncan of Jordanstone College of Art and Design

MSc Design Ethnography

BSc Digital Interaction Design


School of Engineering, Physics and Mathematics

BEng (Institute of Mechanical Engineering, IME)

School of Business

None


PGCert (THE) (Higher Education Academy and Nursing and Midwifery Council)

BA Professional Development

BA Childhood Practice

MSc Service Redesign


MLitt in Humanities with Specialisation

MA History

School of Law

None


MA & BSc Psychology Programmes (British Psychological Society)


MA & BSc Environmental Sciences



MSc & LMM Energy, Petroleum & Mineral Law & Policy

LLM in Water Law

MSc Climate Change Economics and Policy

MSc Energy Studies

College of Life Sciences School of Life Sciences Learning and Teaching

None

School of Dentistry

BDS & BSc Oral Health Science


School of Medicine

None

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School of Nursing and Midwifery

PGCert in Nursing; Teaching in Higher Education (Higher Education Academy and Nursing and Midwifery Council)

Post Registration BSc Nursing Programme (BScN) (National League for Nursing Accrediting Commission, NLNAC)


MSc Psychological Therapy in Primary Care

MSc Cognitive Behavioural Psychotherapy

Master (PGCert/Dip) of Medical Education (Higher Education Academy)

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Appendix –––– Summary Reports of Internal and External Programme Reviews Subject area College of Art, Science and Engineering, School of Engineering, Physics and

Maths.

Programme(s) BEng (Hons), Electronic & Electrical Engineering

BEng (Hons), Electronic Engineering & Physics

MSc, Electronic Circuit Design & Manufacture

External accrediting body

The Institution of Engineering and Technology (IET)

Outcome Approval (accreditation)

Conditions 1. Development of an action plan to be agreed with the IET.

2. Pass mark must be 50% for the MSc, Electronic Circuit Design & Manufacture

Recommendations the panel recommend that the Programme Specifications of the two BEng (Hons) degrees be reviewed to make them reflect more closely the content of each programme

the panel felt that the completion of the learning outcomes in ADAMS suffered from a lack of oversight by a single person for each module. The panel recommends a single member of staff takes a clear responsibility for each module

correct the Learning Outcomes for EE40002 which were lacking in the area of Engineering Analysis

the EEE programme does not make it mandatory for students to take modules which contain what the panel considers to be core electrical learning outcomes. It is recommended that the programme structure for EEE be reviewed to ensure that all students on this programme must study at least basic electrical subjects, alternatively the degree title should be revised to reflect the content delivered

although the staff claimed they offered good opportunities for student sponsorship and industrial engagement, this was not the view of the students from the early years of the programmes. The panel encourages the staff to improve engagement with the students in the early years to promote industrial placement and sponsorship

the panel came to the view that students should be more aware of project risk management (not Health & Safety) and give clear evidence of assessing the risks in their project reports

the department confirms that PG demonstrators and research staff may be required to undertake assessment of laboratory work. The panel feels that training for demonstrators and assessors who are not full time academics should ensure that they are adequately prepared to undertake any assessment tasks required of them.

Good practice Commended

students applaud staff engagement and their openness

some course work showed real challenge and had been marked very thoroughly

many BEng Group Projects were closely linked with industry.

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Subject area College of Art, Science and Engineering, School of Engineering, Physics and Maths.

Programme(s) Civil Engineering:

MEng Civil Engineering Design and Management

BEng (Hons) Civil Engineering

BEng Hons Civil Engineering and Management

MSc Civil Engineering

MSc Concrete Engineering and Environmental Management

MSc Geotechnical Engineering

MSc Structural Engineering

MSc Construction and Project Management.


Joint Board of Moderators (Institution of Structural Engineers, Institute of Highway Engineers, Chartered Institution of Highways and Transportation, Institution of Civil Engineers)


Conditions 1. Ensure the accreditation statements on the website are in line with JBM recommended wording

2. Submit an action plan to the JMB which reviews staff resourcing, strategy and terms of reference for the Industrial Advisory Panel, redrafting of programme and module specifications for technical MSc programmes and ensuring visibility of a sustainability thread.

Recommendations review the teaching stiffness matrix methods in the BEng/MEng programmes

build on sound Health and Safety procedures and compliance so that students become pro-active in assessing risks

consider the structure of year 2, in particular giving credit value to Surveying, and developing a project thread through all years to carry the Health and Safety and Sustainability threads

increase site visits


the submission documents were exceptionally clear and concise and the visit was well-planned and timetabled

the Division has a self-critical approach with extensive evaluative internal programme review reports

students graduating from the university are well prepared to take up employment, and can obtain a Dundee Graduate Skills award

Teaching and Learning is informed by strong industry links and there is a strong careers development programme

the students express pride in the university and its reputation and many welcome the opportunities provided to them to complete a degree locally

the MEng final year multi-disciplinary Design Project is an example of excellent practice. The project schedule is well-structured and incorporates strong development of research methods, access to substantial and full data and engagement with the profession, with presentations to the local ICE branch

all projects at undergraduate and postgraduate level are based on live data, and are industry and research-led, with support from professional architects for each team in the MEng design work. Outputs from these projects is of a very high standard.

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Subject area College of Art, Science and Engineering, School of Engineering, Physics and Maths.

Programme(s) BSc Hons Mathematics

BSc (Hons) Mathematical Biology


Institute of Mathematics


Conditions None

Recommendations None


None

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Subject area College of Arts and Social Science, School of Business

Programme(s) MSc International Business Programmes including:

MSc International Business

MSc International Business and Finance

MSc International Business and Marketing

MSc International Business and Human Resource

MSc International Business, Marketing and Human Resource Management

MSc International Business and Corporate Governance.

Outcome Approved

Conditions None

Recommendations to revisit the programme development plan with a view to: articulating objectives for the TPG programmes with regard to sustainability and growth, working out the consequential resource implications and conducting a cost-benefit analysis of their TPG provision

to be more explicit about programme management and quality assurance reporting structures within the School

to improve students’ awareness of key employability skills they are gaining from

the programmes

to investigate the scope and opportunities offered by deeper working relationships with the Careers Service, Generic Skills Programme and other University initiatives and support units

to encourage initiatives to develop stronger alumni contacts

to diversify and spread recruitment efforts.


the genuine reflection on the issues relating to both January and September student experience to ensure neither cohort is disadvantaged

the ability to manage a cohort of students with very varied backgrounds

a committed teaching team

the ability to deliver a good-quality product against severe resource constraints

the good working relationships with students.

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Subject area College of Arts and Social Sciences, School of Business

Programme(s) MA/BSc Economics and the Diplomas in Economics and Financial Economics including:

MA/BSc Single Honours Economics

MA Single Honours Economics with a Language (French, German or Spanish)

MA Joint Honours Economics and one of the following subjects: European Studies, Geography, History, International Relations or Politics

BSc Joint Honours Economics and Mathematics or Applied Computing

MA/BSc Single Honours Business Economics with Marketing

MA Single Honours Business Economics with Marketing with a Language (French, German or Spanish)

MA Joint Honours Business Economics with Marketing and one of the following subjects: American Studies; European Studies; Geography, History, Mathematics, Politics or Psychology

MA/BSc Single Honours Financial Economics

MA Financial Economics with a Language (French, German or Spanish)

BSc Joint Honours Financial Economics and Mathematics or Applied Computing

MA/BSc Single Honours International Business

MA/BSc Single Honours International Business with Marketing

MA Single Honours International Business with Finance

BSc Single Honours International Business with Financial Management

BSc Single Honours International Business with e-commerce

MA/BSc International Business with a Language (French, German or Spanish)

MA Joint Honours International Business and Environmental Sustainability or International Relations

Postgraduate Diplomas in Economics and Financial Economics.

Outcome Approved

Conditions None

Recommendations to strongly suggest that the discipline liaises with Educational Development to organise a staff development workshop on learning outcomes, assessment criteria and feedback (to include PhD tutors)

to consider the training and monitoring of PhD students in their role as tutors and in giving feedback to students in relation to assessment

to articulate to applicants the need to have an understanding of maths or statistics and to highlight that support will be given once at University

to further assist and promote the School student society in developing an inclusive environment for all students

to consider engaging with the widening access agenda

to take a more proactive approach towards ensuring all staff complete the

University’s mandatory equality and diversity training

to continue to monitor the issue of attendance.

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the range of assessment practices

the efforts to address numeracy issues at all levels

the introduction of the BSc and MA International Business pathways allowing a more practical business oriented stream in comparison to the more technical economics stream

the engagement with the University Careers Service

the comprehensiveness of the documentation e.g. the undergraduate guide

the proactive liaison with the ASRS International Team and the notable success in international recruitment

the outstanding performance in the 2010/11 NSS Survey across the board

the discipline’s proactive response to student feedback and concerns

he high degree of coherence and progression across all levels of the programmes.

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Subject area College of Arts and Social Sciences, Continuing Education

Programme(s) Part-time MA (Evening)

Outcome Approved

Conditions Whilst recognising the important contribution made by the University of St Andrews and wishing this to continue, the Programme Team are asked to report on the methods by which it will achieve a fully sustainable named degree programme independent of contributions from other institutions.

Recommendations to look at the strength of the current induction procedures with a view to improving the content and timing. The programme should include such things as effective IT

induction, study skills and engagement with the University’s student support

services

to include the student handbook as part of the induction and encourage students to revisit and engage with it

the current programme handbook needs to be edited to reflect the fact that students are part-time and engaged with more than one discipline

that a review of opportunities to support PG early career academics in developing their teaching skills is undertaken. This could be facilitated by someone external to the programme such as Dr Lorraine Walsh through the LLC Education Development Division

a review of the marketing strategy be adopted for this programme with a view to enhancing sustainability.


academic staff for their high level of engagement with and opportunities offered to students and the confidence that staff impart on them

administrative team is enthusiastic and efficient

the programme provides added value to students in terms of opportunities by enabling them to progress to university level study without prior qualification

the programme stands alone in the region (part-time evening provision for non-standard entry students, leading to a degree)

fulfilling an important social role (town and gown)

the multiple exit points are recognised and applauded.

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Subject area College of Arts and Social Sciences, School of Education, Social Work and Community Education

Programme(s) Initial Teacher Education Programmes including:

BEd (Primary) (Hons)

PGDE (Primary)

PGDE (Secondary)

MA (Hons) Education

PGDE (Primary or Secondary, MEd Pathway)


General Teaching Council for Scotland

Outcome Approved

Conditions 1. That there is a monitoring and review process of the Masters level assessment within the PGDE programme with a report back on how it has worked and the lessons learned during the first year of the programme (September 2013). That the report includes feedback from all stakeholders e.g. students, schools/supporter teachers and tutors.

2. That for the MA programme year 2 Learning for Life placement and the Interagency module there be clear guidance for students (e.g. Module Handbooks) on these modules and on the expectations of the learning outcomes. By September 2014 a report reflecting on the success of these modules should be provided to the GTCS at the end of the first year that these modules are delivered. The College Head of QA should be informed that the report has been forwarded to the GTCS.

Recommendations review the profile of part-time lecturers

that the School continues to look at how the programmes link with the induction teaching year including possible progression of M level credit opportunities

that there are continued discussions with Humanities language staff regarding entrance levels to language electives

to review the impact of the enhanced use of e-portfolios to support student self-evaluation and when used for assessment purposes

to explore with Local Authorities the use of digital evidence in the e-portfolio

to consider alternative evidence of contact with education prior to application and that the School is proactive to widening access to the programmes

to explore with Local Authorities further embedding of opportunities for students to work with parents as partners.

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the high quality of the review documentation

the interlinking of the PGDE Primary and Secondary programmes

the robust feedback from students and stakeholders in the field

the fostering of international links with institutions in France, Greece and the others under development

the Inter-Agency Working module

the inclusive nature of the curriculum and its delivery

the collaborative partnership and consultation with the profession

positive development in the support of students’ self-evaluation in literacy and

numeracy

increased focus on academic subject content knowledge in the MA programme

the encouragement of greater student autonomy leading to increased responsibility for their own learning and the encouragement of early leadership

the University’s encouragement of the Public Professional Engagement policy.

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Subject area College of Arts and Social Sciences, School of Education, Social Work and Community Education

Programme(s) Teaching Qualification, Further Education including:

Postgraduate Certificate in Teaching Qualification Further Education

Certificate in Teaching Qualification Further Education


General Teaching Council for Scotland

Outcome Approved

Conditions In common with other teacher education institutions and all other teaching sectors, one on site observation must be carried out by a member of core University lecturing staff.

Recommendations that the team moves towards SITS for the recording of student information to avoid the duplication of personal information and that administrative support staff are trained appropriately to facilitate this;

that there is continuing consideration of necessary resources to support the

programme and any future developments e.g. dedicated learning technologist’s

time and sufficient administrative support;

evaluate the use of video to supplement teaching observation and help the development of reflective practice;

explore and evaluate the development of on-line collaborative learning in order to further the effectiveness of learning communities;

to develop further the quality assurance of the observation process;

to emphasise the centrality of Curriculum for Excellence in the programme;

to emphasise the opportunities for on-going professional development post TQ(FE).


the clear and comprehensive documentation including the on-line provision of supplementary data

the significant progress achieved in the on-going development of the programme since the last review, particularly in the areas of:

the commitment to and the strength of the partnerships

the engagement with the learners

the support for students and the quality of the feedback

the individual development of students in becoming reflective practitioners

the innovative use of IT, particularly within the recognised constraints of the SOE and Blackboard, and pushing the boundaries of E-learning within the University as

recently acknowledged by the University of Dundee Honorary Graduates’ Award

for Innovative Teaching

the demonstration of good practice within the programme which the students are applying

the strength and supportive ethos of the team

the centrality of the Professional Standards throughout the programme.

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Subject area College of Arts and Social Sciences, School of the Environment

Programme(s) MA and BSc Geography

Outcome Approved

Conditions None

Recommendations to develop a strategy that will deal with the changing demography of the student intake

to include in the annual programme evaluation process details of the on-going changes to the curriculum, including student supply and demand

to be more pro-active and strategic in marketing the strong and unique aspects of the programme to attract students who would benefit from the programmes

to more clearly articulate the status of the MA award as an undergraduate programme

to develop student awareness of how the pathways they take relate to future career options

to consider the developments in learning technologies and possibilities for collaboration with other Schools in the University

to recognise, promote and value good teaching practices evident in the programmes.


he openness and flexibility of Levels 1 and 2 which could be seen as a model for the University

the formal and informal procedures in place for student feedback and support

the peer review and observation of teaching

the documentation provided for the programme review

the strong emphasis on practical and applied work and aims towards engaging students

the strong evidence and practice of research-led learning

the strong links with external organisations that provide students with the opportunity to gain practical experience.

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Subject area College of Arts and Social Sciences, School of the Environment

Programme(s) BA Architecture Part I

M.Arch Part II


Royal Institute of British Architects

Outcome Approved

Conditions None

Recommendations the Board would strongly encourage the School’s enhanced engagement with

external technical consultants, visiting lecturers and external studio critics at all levels of the programme. This will augment existing skills and will foster further innovation in studio and contribute to research development in the School

the Board notes concerns raised by the staff and students regarding the poorly-maintained fabric of the building. Whilst the building is a major asset for the School the Board recognises the urgency of the need to repair the building fabric and to address its environmental shortcomings

in its recognition of the quality of the School’s academic programme the Board

would strongly encourage building on existing external activity to raise the profile of the School, both within the university and externally to an international level

the Board recognises the importance of field trips to the understanding of cultural context in the programme and internationalisation of the School and advises that the current level of provision be maintained

the Board recognises the strength of the student society and advises that every possible support is provided by the School.


the dynamism and imagination of the staff, their commitment to the students and their cohesion and their wholehearted ownership of the programme

the academic structure of both parts of the programme and the way in which it strives to produce students who are both innovative and grounded in practice.

L&T 27.9.12 Paper C

26

Subject area College of Arts and Social Sciences, School of Law

Programme(s) LLB and Diploma in Legal Practice

Outcome Approved

Conditions Amend the Three Year English Law programme specification and module specifications to ensure the learning outcomes more specifically refer to the qualifications framework, law benchmark statement and the joint statement.

Recommendations to include European Credit Transfer ratings in module specifications

to take a more measured approach towards the use of SafeAssign

to explore across the wider University the full range of support for literacy including on-line provision

to use SITS full capability to include coursework marks (where appropriate) for students taking their first attempt during the resit diet

to consider incorporating assignments which have a greater practical element such as developing negotiating skills, client interviews, moots, etc. without increasing overall levels of assessment.


the thorough, critical and honest review of the LLB and the DPLP programmes and the comprehensive documentation

the excellent procedures in place regarding student feedback and representative involvement within the School including feedback to students reflecting a high level of engagement between students and staff

the high quality of student feedback survey responses

the excellent student support network e.g. academic families

the broad range of module option choices and the ERASMUS option

the level of peer review and the sharing of best practice

the School's approach to employability as a seamless transition from 1st year through to postgraduate level. Developments in this area have arisen through effective consultation with academic staff, careers service, professional bodies and students

the School on their encouragement of students to take a lead in promoting employability and careers

the School’s intention to introduce credit bearing modules relating to the Law Clinic

the School’s innovative approach to the teaching of Public law and EU law which

could potentially equip students to make the continuous link between domestic law and EU law throughout their legal studies.

L&T 27.9.12 Paper C

27

Subject area College of Arts and Social Sciences, School of Law

Programme(s) LLM Programmes

Outcome Approved

Conditions None

Recommendations to ensure consistency in the use of the SafeAssign software across all modules

to revisit the deployment of Blackboard, beyond its use as a repository for learning materials, by exploring other proprietary software (e.g. Panopto, Wimba Classroom and Articulate)

to explore the use of presentation strategies and peer review techniques in seminars as part of the development of a portfolio of transferable skills

to distinguish more clearly between primary and supplementary materials in reading lists

to ensure that students undertaking the joint LLMs are made aware in good time of the need to apply separately to both institutions and are aware of the dual visa application process

to review the induction process for LLM students ensuring relevance to current provision.


the Burn residential event enabling students to bond as an LLM community and to get to know the staff

the academic integrity and quality of the programmes

the supportiveness of academic staff

the positive relationship with the University Student Support Services

the employment of the diagnostic English language test.

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