Postgraduate ResearchTutors Forum 2010

Part 1

Introduction to the Role and Responsibilities of Postgraduate TutorDr Andy MullisJackie Findlay

Tutors

Dr Andrew Mullis• Chair of Graduate Board’s Programmes of Study and Audit Group

Jackie Findlay• Senior Assistant Registrar, Research Student Administration

Aim

To introduce new postgraduate research tutors to the responsibilities of their new position as defined in the University Code of Practice for Research Degree Candidatures

Overview

Postgraduate Research Tutor’s Responsibilities

Funding

Administrative Framework

Code of Practice for Research Degree Candidatures

English Language Requirements

Training of Supervisors and Internal Examiners

Qualities Required

Diplomat / Negotiator

Approachable

Realist / Decision Maker

Quality Controller

Administrator / Manager

Responsibilities

To the school / faculty • Ensure Code of Practice is in place and monitored

To the students • Best interests of student – may mean taking difficult decisions as well as

pastoral care

To the Graduate Board and its groups• Ensure that University policy is observed

• Respond to any issues raised

For the support staff• Ensure that the appropriate systems are in place to deliver effective

administration and monitoring

Responsibilities (cont)

To faculty graduate school committees • Usually a member (but always should have access to discussions on

policy and procedures)

Postgraduate scholarships• Role in selection procedures for school nominations for University and

external competitions

Appeal groups• May have to appear before University panels

Liaise with Research Student Administration

Link with Head of School

• Rely on head of school and their authority in dealing with difficult / serious issues and as a source of human resources information. Build a relationship – report regularly.

• Responsibility also to the director of the faculty graduate school

Examples of relevant support and advice

• Difficulties with supervisors (in observing University / School procedures, inadequate supervision, etc)

• Difficulties with students (ensure that action is taken, where appropriate, and formal warnings issued if progress is unsatisfactory, complaints by students are handled speedily and fairly, etc)

• Need to have access to human resources information on staff (to ensure that supervisory arrangements are compatible with University policy)• Staff on probation

• Staff on sabbatical

• Extended absences (for more than 3 months)

Admissions

• Is the applicant of the appropriate quality?

• Do the appropriate facilities and expertise exist for the research project?

• Has the application been considered / discussed by at least two people?

• Where practical an interview should be held

• Be aware of the different categories of research degrees and special nature of the Masters by Research

• Ensure supervisors are eligible for the role

• Ensure English language requirements are met – see web site

• www.leeds.ac.uk/rds/admissionsandregistration/forstaff/english.html

When a student starts

Registration• Ensure that the appropriate administrative arrangements are in place for

students to register properly

Training Plans• Within one month of commencement, training needs analysis to be

conducted between student and supervisors. This is a new requirement in the last few years – appropriate procedures to be put in place by support staff and to be monitored by postgraduate research tutors.

Personal Development Record• Ensure one is created and maintained for each student.  This must

include evidence of training needs analysis, record of training and development undertaken and records of official supervisory meetings. 

Monitoring

Monitoring Attendance (UK Borders Agency requirements)• Ensure appropriate arrangements are in place for monitoring attendance

with absence being reported

Supervision Meetings• Ensure notes are kept and filed appropriately of all formal supervision

meetings and they are “fit for purpose”

• Reservations about progress must be recorded. Students must be made aware of any reservations

Annual Meeting• Student to have the opportunity to meet with the postgraduate research

tutor in the absence of supervisors

Transfer

Transfer from provisional category to full degree (PhD)• Ensure that all time scales and procedures are in place and a transfer

report is produced

• Time should be allowed for full-time students to make corrections or do additional work and have transfer confirmed within 12 months

• Revised transfer recommendation form to be completed

• Covers ethical review and safeguarding data

Examinations

Recommendation of examiners on behalf of school• Ensure that the proposed examiners meet University criteria

• Avoid excessive use of external examiners (particularly by the same research group/supervisor)

Awareness of examination results• Does the report adequately explain whether the criteria have been met?

• Is there a pattern to referral/failures?

• Particular supervisors / research groups?

• Any issues for head of school/director of graduate school?

• All enquiries from the Examinations Group will be sent to postgraduate research tutors for resolution

Handover

• Ensure that appropriate handover material and advice is available to your successor

Submission and Qualification

• It is in the interests of all concerned for a research student to complete their research degree

• The University and external bodies, such as HESA collect data on “submissions” and “qualifications”

• All students leaving before or at the 12 month point do not count in “submission” rate or “qualification” rate statistics

• Those permitted to proceed into the second year do count

• Both the AHRC and ESRC impose sanctions on those with poor “submission” rates

Submission RatesFull-time Starters in 11/03-10/04

Faculty Withdrew in year 1

Started in year 2

Submitted within 4 years(%)

Suspensions of study(%)

Granted extension

s (%)

Non submit as FT PHD

(%)

Arts 3 37 56.9 10.8 5.4 27.0

PVAC 6 26 53.8 7.7 23.1 15.4

ESSL 4 31 38.7 35.5 16.1 9.7

Bio Sci 6 71 73.2 11.3 14.1 1.4

Env 5 32 53.1 6.3 15.6 25.0

MAPS 8 67 86.6 1.5 9.0 3.0

Eng 11 71 57.7 5.6 25.4 11.3

M&H 4 24 62.5 16.7 12.5 8.3

LUBS 2 20 75.0 10 10.0 5.0

Total 49 432 64.6 10 15.0 10.3

HEFCE Qualification Rates

doctoral students* starting in 99/00

doctoral students* qualifying by 05/06 (%)

HEFCE bench mark#

Southampton 254 90 80

Bristol 455 90 80

York 160 86 76

Sheffield 237 84 78

Leeds 288 78 78

* Full-time home and EU doctoral students# expected qualification rate based on institutions profile

Qualification Rates

• HEFCE will monitor “qualification rates” in HESA returns

• The time that students take to obtain their qualifications

• If concern, Quality Assurance Agency (QAA) to investigate

• Account taken of discipline, mode of study, local conditions

• New rates to be published soon

• Funding implications

Extensions and suspensions

• Explained fully on page 33 – 34 of the ‘Guide for Research Degree Supervisors 2009-2010’

• Requests for indefinite suspensions • Unlikely to be granted. 12 months might be approved and might be

extended after a review at the end of 12 months• Requests will not succeed when the full-time period of study has been

completed, the student is in the overtime period and is now in full-time employment and makes the request on the basis of “pressure of work”

• Must be clear relation between the amount of extra time being requested and the problem encountered

• Legitimate reasons include ill health (of candidate or close relative), maternity, accidents, unexpected events (e.g. equipment not being delivered)

Funding for UK/EU Students

Census date for registration• 1st December

• No income unless student registered

Allocation to resource centres based on • Cost weight of subject

Postgraduate research student funding frequently asked questions

• www.leeds.ac.uk/appo/RAM/PGRFaq.pdf

Home/EU Full-time Research Student Funding Rates 09/10

Research cost band

Weight-ing

HEFCE com-ponent(£)

Tuition fee com-ponent(£)

Gross allocation(£)

Central charges(£)

Net allocation(£)

High cost laboratory subjects

1.6 5881 3338 9219 1861 7358

Intermediate cost laboratory subjects

1.3 4778 3338 8116 1817 6299

Others 1.0 3675 3338 7014 1774 5240

[Academic Planning and Performance Office, www.leeds.ac.uk/appo/RAM/Rates910.pdf]

Year 4 of a Full-Time PhD

Overtime period

No HEFCE funding for the University

No funding for schools

But candidate still entitled to supervision

Administrative Framework

Senate

Graduate BoardResearch Student Administration

Makes formal offer of a place and final award of degreesPublishes the Research Student handbook and

Ordnances and Regulations for Research DegreesStudent file

SchoolPostgraduate tutor

Student file

SupervisorStudent file

Student

Faculty Graduate School Committee (Director)

Graduate Board

Responsible for research students and for overall strategy concerning all postgraduates

• Representatives from each Faculty

• Student representation (Post graduate Association representative and Education Secretary of University Union)

• Groups to address various matters:

Board works through:• Faculty graduate school committees

• Postgraduate research tutors

• Research Student Administration

Graduate Board Groups

Faculty graduate school committees

Programmes of Study and Audit Group

Examinations Group

Higher Doctorates

Postgraduate Scholarships

Researcher Training and Career Development Steering Group

Steering Committee on Doctoral Training Grants

Graduate Board Terms of Reference (Summary)

• Recommendations to Senate

• Formulation of policies and procedures

• Maintenance of quality and standards

• Communication with Learning and Teaching Board and other University committees

• Delegation of authority to its groups (e.g. Examinations Group ratifies examination results and awards degrees)

Graduate Board Terms of Reference (Summary) continued

• Approval of new programmes of study and amendments to regulations

• Liaison with Leeds University Union (LUU) and the Postgraduate Assembly

• Oversight of scholarships for postgraduate students

Code of Practice for Research Degree Candidatures 1

Defines responsibilities of • Deans

• Faculty graduate school committees

• Postgraduate research tutors

• Supervisors

• Students

At least two members of staff to consider an application

Supervision by a main supervisor and at least one other co-supervisor; or one main supervisor together with a mentor/adviser

Statement of minimum standards of facilities

Code of Practice for Research Degree Candidatures 2

• Training plan to be agreed within one month of start and to be reviewed at least annually (revised for 2010/11)

• Students encouraged to keep personal development plans

• Students to consult their supervisor before undertaking any additional work at the University

• At least 12 supervision meetings a year for full-time students who first registered before September 2005. At least 10 supervision meetings a year for those who first registered in or after September 2005.

• Supervisors responsible for ensuring that there are written records of formal supervisory meetings

Code of Practice for Research Degree Candidatures 3

• Opportunity for student to meet with the postgraduate research tutor at least annually without supervisors

• Supervisors to read and comment on the whole of the draft thesis prior to submission provided it is made available by the student in reasonable time

• “Mock viva” to be provided when requested by the student

• At least one internal and one external examiner

• Examiners required to submit independent reports prior to the oral

• Supervisors may be an observer at the examination but if not present must be available for consultation

Minimum English Language Requirements 1

For entry to research degree study

IELTS 6.0 • not less than 5.5 in listening and reading and

• not less than 5.0 in speaking and writing)

Internet Based TOEFL (iBT)• 83 (Overall)

• 18 (Listening),

• 20 (Reading and Speaking)

• 21 (Writing)

Minimum English Language Requirements 2

TOEFL 550 • 4.0 on the Test of Written English

Some schools have requirements above this

Students required to provide evidence of English language qualifications before registration

Training For Supervisors

• Staff must attend a Staff and Departmental Development Unit (SDDU) course on research degree supervision before being recommended for appointment as a supervisor

• Includes experienced staff who are new to Leeds

• Full day course for those new to the role

• Briefing course for experienced supervisors.

Training For Internal Examiners

• Staff must attend an SDDU training course on the Role of the Internal Examiner before being recommended for appointment as an internal examiner

• Includes experienced staff who are new to Leeds

• Staff should also have passed probation

• Refresher training is compulsory if a member of staff has not

• either acted as internal examiner

• or attended the SDDU training course on the role

within the last 60 months

• Face to face course for those new to the role

• Online briefing for experienced internal examiners

Summary

The role of the postgraduate research tutor may be summarised as

• the enhancement of research quality and research culture within their school, department or unit

• the University is committed, as part of its research strategy, to increasing the numbers of research students, but not at the expense of quality.

Postgraduate ResearchTutors Forum 2010

Part 2

Overview

Recent Developments

Postgraduate Research Student Conference

Engaging research students in ethics

Marketing of research degrees

Recent Developments

Dr Andy MullisJackie Findlay

Topics to be covered

Personal Development Record System (PDRS)

Attendance Monitoring

International Student Visitors – changes to visa arrangements

English Language & the University English language test (UELT)

Ethical Review – Changes to required documentation

Electronic Thesis Service (Etheses)

Training for Internal Examiners

Referred Reports and Notes for Guidance

Split-site – New Model B

Research Student Handbook & Supervisors’ Guide

• From 2010/11, these publications will only be available in electronic format and published on the Research Student Administration (RSA) website.

• Alternative formats (Braille, large print, audio) - will continue to be made available on request

• Publication expected in July.

• Postgraduate research tutors notified when live.

Personal Development Record System Project (PDRS)

• Unified University wide processes

• Web-based

• Enhanced recording and planning of• research student progression

• training

• Improve research student monitoring

• Facilitate recording of supervision

• Ensure UK Borders Agency requirements are met

• First phase• map current processes in use

across the University

• consultation meetings

• A University-wide system will be delivered in 2011

Attendance Monitoring – International/All Students

• UK Borders Agency (UKBA) requires Universities to report on non-registration of students who have been issued with visas.

• Once registered, attendance must be monitored

• Absence for prolonged period without authorisation must be reported to UKBA

• Personal Development Record System will assist Schools with the monitoring of attendance

Research Student International Visitors

• Recent changes in visa arrangements for research student “visitors”

• New University arrangements are necessary

• Visas will be require attendance monitoring in some cases

• Registration as students (and payments of fees) may be required

• Graduate Board and Faculty Management Group (FMG) will be considering the precise arrangements

Research Student International Visitors Types of Student Visa

(A)Short Visits (days)• May be possible to obtain a General Visa (NB- not all

countries)

(B) Up to 6 months or less (CANNOT BE EXTENDED)• Student Visitor Visa required. “Student Visitor Letter” is

required, provided by the school.• University NOT required to monitor attendance.

(C) Visits of more than 6 months• “General Student Visa” is required. University issue .• University required to be pay fee to UKBA• University required to monitor the attendance of the

visiting student

 

English Language Issues – UELT

 All research students (1st language not English) must take UELT within 1 month of registration – in order to identify additional help and support

 From 2010/11 – for new students

• Score below 60%: must take any English language classes recommended by the Language Centre.

• Score between 30% - 45%: must re-take the test every 4 months so that progress can be monitored by the School.

• Schools monitor progress – ensure student re-takes UELT. Transfer stage – provide report on English Language

• Score below 30%: Case referred to Chair of Programmes of Study and Audit Group to decide on appropriate action to be taken in each individual case

In all cases– transfer panel should consider the student’s language skills and in particular their competence in written English.

Electronic Theses (Etheses) – Feb 2010

• Sept 2009 starters – mandatory Ethesis deposit

• Pre-Sept 2009 starters – voluntary Ethesis deposit

• ISBN will be allocated by University

• Ethesis = pdf, exact copy of final hard bound thesis.

• Held in White Rose Theses Online (WREO) & also British Library’s Electronic Thesis Online Service (EThOS)

• Long term preservation & access

• Copyright advice prepared to assist Students & Supervisors

www.leeds.ac.uk/rds/thesissubmissionandexamination/students/ethesis/ethesis.html

Training for Internal Examiners

On-line training for experienced examiners

• For Internal examiners who have experience of examining research degrees but who have not been an internal examiner at Leeds or completed the training in the last 5 years. Replaces face to face course.

• Take in own time from any (networked) PC

• Email to SDDU to request set-up on on-line course

• Face-to-face course still required for those new to the role of internal examiner

Referred Reports & Notes for Guidance

In 2009/10:

43 referral reports considered by Exams Group

35 returned to postgraduate research tutorsbefore approval

= 81.4%

Causes a delay in approval by the Exams Group and in the release of Notes for Guidance to

candidates

Main issues with Referred Examiners’ Reports

• Notes for Guidance template not completed & fully signed (missing in some cases)

• No clear reason for referral provided

• Notes for guidance not a joint set of guidance from all examiners (sometimes 2 separate sets of guidance notes provided)

• Excessive numbers of typos!

Enquiries from the Exams Group are directed to postgraduate research tutors for response and for

them to monitor and review the overall performance of the school (& of internal examiners)

Split-site PhD – New Model B

• Complete revision of Model B to meet growing interest from split site collaborations from Institutions that did not meet Model A (Strategic Research Partnerships)

• Main characteristics of new Model B:

• Capacity building partnerships

• Partners will be academic institutions or research institutions which engage in research activity

• Groups or individual students may be accepted

• See booklet – for outline of all models

Postgraduate Research Student ConferenceDr Tony Bromley

The first Annual University of Leeds Postgraduate Researcher Conference

‘Celebrating Excellence in Postgraduate Research’

• Tuesday 14th December 2010

• Conference Auditorium and Roger Stevens Building

• www.leeds.ac.uk/rtd/pgrconference

Conference Components

Postgraduate researcher of the year

Open call for presentations

Key note presenters

Research image competition

Arts and cultures exposition

Engaging research students in ethics

Dr Alice TempleJenny Foggin

Overview

What do we mean by ethics?

Ethical Review Process

Checkpoints for Students

Further Information

What do we mean by ethics?

Professional Integrity

Respect for researchers and participants

Health and safety

Publication

Data protection

Public trust in research

Internal requirements

Funding body requirements

Why is ethics so important?

Safety of participants

Integrity and validity of research

Reputation of individuals and research teams

Reputation of the institution

Relationships with partners such as the NHS, and HE institutions at home and abroad

Internal and external sanctions - research can be shut down and PhD awards refused if ethical requirements are not met.

The Ethical Review Process

University of Leeds policy states that ethical review is required for all projects which involve the following:

• Human participants, their data or their tissue

• Genetically modified plant material

• Potential for significant environmental impact

This is applicable for studies which are• Externally funded

• Internally funded

and…

• Student projects at MA Research / PhD level

Which Committee?

Faculty Research Ethics Committee

MEDICINE & HEALTH

Chair: Professor Darren ShickleAdmin: Rachel de Souza

Faculty Research Ethics Committee

BIOLOGICAL SCIENCES

Chair: Professor Eric BlairAdmin: Jenny Blaikie

Faculty Research Ethics Committee

MAPS & ENGINEERING

Chair: Professor Richard HallAdmin: Jenny Blaikie

Faculty Research Ethics Committee

AREA (PVAC, ARTS, ESSL, ENVI, LUBS)

Chair: Professor Anne KerrAdmin: Jenny Blaikie

Checkpoints for Students

Two points identified by Graduate Board to check ethical review has been obtained:

• transfer and

• exam entry.

Additionally engagement with research ethics to be included in

• Training needs analysis

Transfer

Academic Integrity Form

Is ethical review required?

Has ethical approval been granted?• (Reference of approval required)

Transfer Recommendation Form

Are the panel satisfied with the ethical review arrangements?

Examination Entry

Has ethical approval been granted?

If ethical review information incomplete forms will be returned or sent to University Research Ethics Administrator for investigation

Pilots

Pilots in English, Biological Sciences and Physics being run to encourage students to think about ethical implications of their research• English – ethics incorporated into training needs analysis

• Physics – training session on societal impact run, consideration of ethics in transfer discussions

• Biological Sciences – paragraph on ethical issues of research incorporated into theses

Further Information

Allow at least 1 month to obtain ethical approval

Information on ethical review processes, guidance available at: • http://researchsupport.leeds.ac.uk/index.php/academic_staff/

good_practice/university_ethics_policies/

Questions about ethical review to Jennifer Blaikie, Research Support j.m.blaikie@adm.leeds.ac.uk

Marketing of research degrees

Karen Innis

Rationale

A pre-requisite for a world-leading research-intensive university is a strong base of high quality research students:

• Contribute to a vibrant research culture – diversity, richness, global contribution

• High quality research students deliver UG teaching, publish papers, supporting research - contribute positively to our research outputs and standing

• A strong, active, and high quality pool of research students is vital for the ongoing development of our research expertise. They enhance our submission to the Research Excellence Framework (REF) and so increase our ability to secure higher research income.

• Next generation of world-leading academics

To realise these benefits it has to be about quality first (not quantity)

Marketing Plan

Capitalise on the market and attract high quality students - requires clear research strategy and marketing plan

• Research strategy provides direction and focus for the marketing plan

• Overarching marketing plan, refinements by subject area and geographic region

Eng

M&H

ESSL

MaPS

Arts

FBS

LUBS

Env

PVAC

0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500

Market Size (Year 1 Entrants) - 2006 to 2008

2008 2007 2006

Our Performance

Eng

M&H

ESSL

MaPS

Arts

FBS

LUBS

Env

PVAC

0.0% 1.0% 2.0% 3.0% 4.0% 5.0% 6.0% 7.0% 8.0%

Leeds Share (%) - 2006 to 2008

Average Competitor Share % 20082007 2006

Our Performance

Proposition

• Supervisor experience and research environment

• Expert, challenging, nurturing

• Research environment

• Professional skills development (employability, enterprise, entrepreneurship)

• Facilities

• Work space

• Research facilities specific to subject area

• Funding

• Breadth of opportunity, partnerships and networks

Early career (57%)

Knows Leeds –current student

(17%)

Living in the UK (17%)

Student at another

university (40%)

Living in the UK (29%)

Living outside the UK (11%)

Advancing career (43%)

Knows Leeds -former student

(4%)

Living in the UK (4%)

Not alumni of Leeds (39%)

Living in the UK (23%)

Living outside the UK (16%)

Market Segmentation

0 500,000 1,000,000 1,500,000 2,000,000 2,500,000 3,000,000 3,500,000

LUBS

PVAC

ENVI

BLSC

ESSL

ARTS

MaPS

MedH

ENGI

Research Student Tuition Fee Funding Sources by Faculty

Overseas Research CouncilsInstitutional Self-funded Self-fundedCentral Government/Public bodies UK IndustryCharities Student's EmployerEU Commission (EC) Other

Funding Sources

Applications Offers Acceptances Enrolments0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

1,782

940666

498

4,472

1,406

487210

Conversion through the PGR Student Journey - 2008/09

Home/EU Overseas

Research Student Journey

Early career (57%)

Passion for the

subject –take

interest to the next

level

Necessary for career - want a

career that requires a PhD

(work in a research

environment)

No prior consideration -PhD suggested by academic at

feeder university

Advancing career (43%)

Career enhancement – PhD required for progression

by current employer

Change career –

move working in a

research environment

Passion for the

subject –take

interest to the next

level

Motivations

Early career (currently at university)

At Leeds

In the UK

Overseas

Advancing Career (employed at

University, typically overseas)

Links with Leeds –former student or

uni has relationship with Leeds

Overseas, no links with Leeds

Advancing Career (employed outside of

education)

Links with Leeds –former student or

org has relationship with Leeds

In the UK, no links with Leeds

Overseas, no links with Leeds

Familiarity with UK HE system

Strong

Familiarity with Leeds

High

Weak

Low

Factors affecting information needs

Research Student Journey

Thinking about a PhD

•Value/benefit / what is a PhD?•Funding studies – options available•Subject interest•Commitment required/ what is involved•Application process / selection criteria•Employment opportunities

Applying

•Reputation (uni/dept/sub) – league tables/ recommendation•Funding available•Quality of supervisor / Field of study available•Added value features (see below)•Learning and support facilities•Customer service – prompt, friendly, informative•Research environment (primarily overseas)•Living environment (primarily overseas)

Preferred university

•Funding offer•Subject area/project proposal•Supervisor interaction•Added value features – additional training and personal development/ living accommodation/ facilities for family etc

•Customer service (application processing, answering questions, personalised interface)

Register

•Funding secured•Visa (overseas)•Pre arrival information•Orientation and induction process

Thinking about a PhD

•Academic at current university/Employer •Open day•Internet search engine•British council (overseas) / Government dept overseas•University web sites•Exhibitions/Fairs (overseas)•Agents/International reps•Promo material – information on phd study, opportunities/ benefits

Applying

•League tables – RAE/Times/World•Academic at current university/Employer•Find a Phd/Jobs.ac.uk etc for funded places•Prospects and other directory sites•University web sites –drill down to academic area of interest and for funding, facilities, accommodation, environment etc etc

•Dialogue with Potential supervisor (email/tel/f2f)•Dialogue with Graduate Office (email/tel/f2f)•Open day•Detailed research brochure/flyer – subject area specific

Preferred university

•University/Faculty/School/Institute web site •Dialogue with Potential supervisor (email/tel/f2f)•Dialogue with Graduate Office (email/tel/f2f•Offer letter•Conversion newsletters

Register

•Conversion newsletters•Pre arrival information packs

Information Needs/ Choice Factors

Information Sources

Marketing Objectives

Overarching objectives which will set the context for subject area plans:

• Raise our profile as a key provider of high quality PhD students among sponsors and third party influencers/referrers.

• Attract high quality students who are able to enhance our research profile and contribute to future research assessment exercises.

• Develop relationships with selected quality peer institutions overseas for high quality PhD students.

• Develop partnerships with universities requiring capacity building of their academic base – universities with aspirations and where government funding to build capacity.

• Maximise the effectiveness of the way in which we promote our research student offer – coherent, consistent message and coordination of activity to maximise effectiveness of channels.

• Reduce leakage of overseas applications - improve conversion to offer and enrolment. This may result in a fall in absolute number of applications but increase in enrolments (assuming we only take on high quality students!)

Marketing Actions

In brief:• Website

• Academic/admissions staff briefing

• Overseas visits

• Alumni relations

• Marketing to current and former students (use of careers centre)

• Open days

• Supporting material

• Listings

• Student journey conversion

Plans by subject area

For a copy of the marketing plan contact Karen Innis

email k.innis@leeds.ac.uk

ext 37464

Marketing Plan