Reflection on progress against previous actions. The format of the reporting template has changed this year. The actions indicated below have been compiled by aligning actions from the previous year against the indicated rows in the table below. A level 6 survey was not completed last year so there is no relevant action for this row. Similarly, a reflection on BUS data was not required in last year NSS action planning. A need to strengthen the course teams, with appropriate administrative support for key tasks was identified as an action last year. This action impacts on all individual aspects identified in the table below. Increased staffing levels have enabled us to have clearer course team structures. Ongoing work is needed this year to embed policies and processes within these teams and develop an understanding of key roles such as course co-ordinators and portfolio leaders etc. Cross faculty support structures are needed as courses at undergraduate level typically utilise units from across the faculty. Faculty level UG and PG portfolio committee meetings are supporting this process, focussed around the preparation activity required for review. Ref Actions (transposed from the previous report) Outcome and Progress Good practice identified for wider dissemination. Ongoing Challenges Identified. Teaching and Learning Increase the level of staffing and decrease the associated reliance on visiting lecturers. Where necessary, make classes more interactive and engaging. Translating the practice vision into the learning experiences we construct. Approximately 40 new staff joined UBBS during the last 12 months. Still some work to do in this area. However, a more systematic approach to Peer Observations of teaching has been implemented. The review process has been crucial in surfacing the relevant debates. This will be ongoing as delivery of the new curriculum begins to take shape. A UBBS new staff induction event was held to begin the process of supporting new staff to understand our philosophical approach underpinning what we are aiming to deliver as a school in the learning experience. Practice are now embedded in all courses. There are still some vacancies which need to be filled. Excellent teaching practice could be showcased better and disseminated to inspire others. As a faculty, we will probably always have a core of visiting lecturers, often for very good reasons aligned with the professional, practical emphasis of our curriculum. Effective induction and inclusion of
these staff remains a challenge. Assessment and Feedback Embed and consistently apply assessment policies and procedures. Consistently apply the 2Q feedback policy. Raise student awareness of what feedback is. Marking criteria Providing structured feedback within a fast turn around. In assessment the lowest drop was related to marking criteria being clear in advance Ongoing and being considered as part of the review. University policies are a regular item on department meeting agendas. Law moderation committee is a good example of improving the moderation processes with associated improvements in improved marking criteria. Some innovative use of technology to support this. Staff need to be inducted into the assessment lifecycle and consistently follow policies on setting, moderating and assessing work. Systems need to support the innovation – some online tests needed to revert to paper based as a result of technology issues. The potential for fast feedback was therefore lost. Academic Support Increase staffing levels to reduce reliance on VL’s who are typically less available to see students outside of scheduled teaching. Implement PAT Approximately 40 new joined UBBS during the last 12 months. Implemented at level 4 and in some PG courses Working effectively in some areas, typically where students have a strong sense of identity and connection with teaching staff. SSR’s are still above that of the rest of the university and the student load is not evenly spread across staff. Creative solutions to engaging all staff to support students at key times are needed. Student engagement with PAT was challenging in some – take-up was around 15% despite repeated efforts from
staff to contact students and encourage them to attend. Organisation and Management Increased time allocation for course leadership and management in the work planning model. Timetabling Done Scheduling of the sessions in the timetable seems to have gone well. However, allocation of students to these sessions was less successful with no clear process in place creating a lot of stress for both staff and students. Getting students a workable timetable early is a priority. We cannot afford to enter the teaching period without students having a finalised timetable. Learning Resources Providing sufficient learning resources for students, particularly in areas such as law. Encouraging students to make effective use of learning resources. Ongoing Greater collaboration between the library and departments with LRC attending departmental meetings. Law in particular has specific needs in terms of hard copy resources. The introduction of TALIS should help to make a difference but staff will need to think about how to use it to support the learning experience, enhance student engagement in class and maximise the benefits of guided learning time. Personal Development Increase professional accreditation and affiliations appropriate. Ongoing and is featuring in the review process Ongoing Personal development is a strength area for UBBS and should be further enhanced as a result of embedding the practice based philosophy.
Increased employer engagement Embed the employability strategy Ongoing Practice weeks are now embedded in all courses. Alumni could be used more effectively and students want to hear from alumni. More transparent co-ordination and sharing of alumni details are needed with appropriate support from the university. Reflection on BUS data NA Other – including level 6 Student Satisfaction Survey results Increase student engagement Increased level of course meetings with active student engagement A review of the student rep system for large generalist courses is ongoing with active involvement of the students union. Section C: Action Planning for the coming academic year Overall summary We are in the process of review this year. Whilst in some ways this may restrict to some extent the amount of initiatives and activities that we can instigate, it does provide us with a ready vehicle to consider and develop some of the key priorities associated with the learning experience that impact on the NSS. It also creates an opportunity for staff to come together to holistically consider challenges and opportunities and share ideas. As a result, the process of review is preparing a firm foundation on which to base future activity. The investment in several new appointments in UBBS addresses many of the challenges identified in the action planning process last year. However, the scale of the new appointments presents its own challenges in terms of effective induction and rapidly integrating individuals into the teams. Furthermore, some of these new appointments are in key positions such as course co-ordinators and portfolio leaders. A successful faculty based new staff induction event has already taken place. The course level NSS action planning processes has supported course co-ordinators working together in clusters to share ideas and learn from previous experiences. The UG and PG portfolio committee meetings that take place each term have been supplemented with monthly
Continue to develop a professional approach to the practice of teaching. Improve student behaviour in teaching sessions. Develop a shared understanding of how a practice based vision is operationalised in teaching and learning experience. Increase the number of staff with HEA recognition. Explore and develop the use of BREO to engage students and support guided learning. Submit a STEPs bid to work with students to develop and promote a code of conduct based around professional values. Develop appropriate resources to support promotion and dissemination activity. Review ADSE working with HOD’s and PoLs July 2014 Potential resource development time linked with enhancing the use of BREO. Possible STEP bid. bid to develop appropriate resources. More with HEA recognition. Enhanced student feedback relating to BREO. Improved NSS scores. Improved classroom behaviour recorded via teaching observations and student feedback on the learning experience. Assessment and Feedback Raise student wareness of the different forms of feedback and support them to use feedback to improve their performance. Faculty assessment and feedback campaigned developed with staff and students and promoted in staff development plan. ADSE working with HODs, PoLs and course co-ordinators. Dec 2013 Costs for producing paper copies of resources. Improved NSS scores in assessment and feedback.
tutors for academic support. Integrate the support of PAD in the teaching and learning experience. Consistent response times to student emails. Consistently point students to PAD when setting assessment. Identify key areas to explore the integration of PAD. All All Faculty exec Dec 2013 Dec 2013 Dec 2013 Increased attendance at PAD sessions. Improved assessment results. Organisation and Management Improve timely and speedy communication about cancelled and changed classes. Develop and strengthen course teams. Consistently implement faculty communication policy. PoL meetings/portfolio meetings All staff ADSE Dec 2013 Oct 2013 Text messaging resources are already in place. Staff development resources as appropriate identified through PoL meetings. Reduction in complaints from students relating to later notification of changes. Strong course team structure identified by staff. Consistency in course management across UBBS Learning Resources Integrate learning resources more explicitly in the learning experience to encourage the use of TALIS Increase book resources etc where possible LR staff working with ADSE, HODs, PoLs and unit leaders July 2014 TALIS staff development. LR support to work with unit leaders to Data available on student access to LR materials. Enhanced guided learning
students to make use of the resources and support. for areas such as LAW. convert reading lists to TALIS. information in units displayed in BREO etc. Improved LR scores in NSS Personal Development This is a strong area for UBBS already. We need to build on existing strength by extending practice weeks, linking with the employabi8lity framework and encouraging students to actively reflect and record on their progress. Implement practice weeks in all courses. Employer networking opportunities for staff and students. Actively utilise alumni. HODs, PoLs and course co-ordinators. Faculty Faculty Oct 2013 July 2014 July 2014 Resources aligned with implementing practice weeks. Staffing to all the employability focussed activity and package it in a meaningful way for students. Enhanced engagement from students in proactively using the opportunities available to reflect on their own development. Reflection on BUS data Aim to make the results of BUS more transparent in a culture of a collective strive for excellence. Disseminate and celebrate the good practice identified. Actively address and support under performance. HODs HODs working with ADSE and CLE. July 2014 July 2014 Active mentoring support for staff identified with a particular development need in BUS. Reduction in units with concerns. Improvement in units identified as having concerns last year. – including level 6 Student Satisfaction Survey results Enhanced dialogue with students at level 6 to inspire them to step up in their final year. Implement 6 surveys. Feedback to students within 2 Identify actions as necessary, ADSE and Course Oct 2013 support to administer the surveys in a tight timescale. CLE support to process surveys
Section D: University Wide Aims and Challenges It would be beneficial if comparative data against other Business Schools could be made available from the university. Ref University Specific Aim/Challenge Suggested Resolution Priority Teaching and Learning Enhanced integration of VLs at both a university and faculty level. Quicker processing of VL contracts – currently VL’s may be waiting 3 months to be paid undermining sense of engagement and commitment to the university. Induction for VL’s High Assessment and Feedback Time delays in receiving student work from TNE partners it challenging to meet the marking timescales. Electronic assessment methods could support faster feedback, but systems need to be adequate to support the activity. Greater use of electronic submission to speed up receipt of work. Consideration of the role of e-assessment and e-feedback at a university level. Medium Medium Academic Support Improve sharing of information, for students seeking advice from several different sources. PAT admin system Medium Organisation and Management Timetabling remains a challenge – mostly in terms of how students are allocated into the teaching sessions. Aim to produce a timetable for returning students before they leave for the summer. Communicate a clear process for managing student allocations, i.e. a process and criteria for students swapping sessions etc. High High
Lecturers enthusiastic Assessment and Feedback Feedback very good Constructive and formative Access to to discuss marks awarded Weighting of exams/assessments Grading system – prefer % Consistent use of both formative and summative assessment feedback Ensuring students aware of when feedback being provided Part of Staff Meetings Academic Support Staff available helpful with both academic and career advice Encouraged to be more independent Issues with First Year VL’s Delay in responding to emails Staff to respond to student requests within 48 hours Greater use of FT staff in Year 1 Part of Staff Meetings Organisation and Management Lecturers well organised Good communication Earlier information on cancelled classes Timetabling is an Clear structure to advise students on suspended classes Greater links with timetabling Part of Staff Meetings Learning Resources Court room More books More computers Greater links with library re texts Liaising with library re funding Personal Development Extra-curricular activities Links with alumni/local practice Opportunities to enhance CV Greater number of law society trips Develop further links with alumni/local practices Develop opportunities for work placements and experience Greater use of University links/opportunities PL appointed with specific responsibility for these activities Reflection on BUS data Issues raised are as – including level 6 Student Satisfaction Survey results Management and Business Systems – Head of Department Reflection on Course NSS action plans.
We are on VLs. Assessment and Feedback The automated spreadsheet system pioneered with Business Studies which supports moderation across multiple markers and sends a 2Q feedback email to each student. We need to tell students that we are giving them feedback. Still one or two areas which are not delivering on the 15 day turnround. Pressures of TNE and UK assignments coming in at the same time will make the turnround extremely tough. Extend the Business Studies system to Business Management. Increase common approach to assessment briefs, criteria etc across each course. Academic Support Manage the transition to a new team for Business Management: previous course team was strong but only in patches on personal Implementing PATs particularly the first year pattern developed with the Director of T&L. Encourage tutors to have conversations with
Assessment and Feedback All staff abide to return feedback within 15 working days Getting students to look at their feedback Spread the submission dates of assessments Resources for marking to keep up with returning assessment within 15 working days in large cohorts Academic Support Course leaders and PoLes engaging well with students To rationalise delivery across all units Push good students as well as weaker students Organisation and Management Communication with students. Teaching, learning and assessment standards and expectations are consistent across UBBS Staff attendance Teaching Learning Resources Use of PODs+ Castor and Pollox suites H204, H204 Need software; Need analytics and consumer behaviour software Purchase of software The cost of the software Personal Development Getting HEA recognition Professional accreditation Conference participation Getting all of the staff to enrol on HEA HEA recognition time Reflection on BUS data Many units are above the norm Isolated units which are below the norm To tackle the underperforming Other – including level 6 Student Satisfaction Survey results To encourage students to complete the BUS. To promote student engagement with the results of BUS Active promotion of the importance of BUS as the students’ feedback mechanism on a unit by unit basis