PROFESSIONAL DOCTORATE REVIEW AND ENHANCEMENT GUIDANCE NOTES

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1 PROFESSIONAL DOCTORATE REVIEW AND ENHANCEMENT GUIDANCE NOTES Introduction 1.1 Annual monitoring forms part of the process by which the University reviews programmes, subject areas and schools thereby ensuring that standards and quality are being met. It also supports managing the enhancement of learning, student experience and learning opportunities. 1.2 At UEL the process by which annual monitoring takes place is through the Review and Enhancement Process (REP). 1.3 The Professional Doctorate Programme REP informs both the Subject Area REP and the School Overview report and draws together feedback from the programme team and students, reviewing areas that are working well and action that might be taken to enhance the quality of the student experience as a whole. 1.4 Student recruitment, retention, achievement, progression from the taught element to research registration and timely completion are all evaluated within the Professional Doctorate Programme REP. 1.5 The Professional Doctorate Programme REP reviews feedback from students and identifies strengths and areas for improvement in different elements of the programme from teaching on the course to careers and progression advice. 1.6 The Professional Doctorate Programme REP should recognise and include success and also discuss challenges faced and resolved; those that remain unresolved and how they might be tackled. It is also an opportunity to look to the year ahead and think about activities that might enhance student experience and achievement. 1.7 Programme Committee feedback contributes to the report and should be seen as a valuable source of information. Minutes of Programme Committee meetings for the academic year under review should be appended to the report. 1.8 Reports should consider both quality and standards, engaging as many members of the programme team as possible including students and feedback from formal student surveys. They should be evaluative and reflective, sharing experiences and good practice. They should confirm that matters identified internally and externally have been addressed and acted upon where necessary and possible. 1.9 The report template for the Professional Doctorate Programme REP has been designed to inform academic reviews, and therefore seeks to incorporate the same information to avoid repetition. Professional Doctorate Programme REP Report authors should therefore think about how the report can build in the evidence to assist in the population of a self-evaluation document (SED) required for an academic review The template for the report has also been designed to incorporate the School s formal response to student survey data The report only covers Professional Doctorate programmes. Undergraduate and other Postgraduate programmes are covered in the Programme REP template A snapshot of data will be taken on 31 st October. This informs the data returned by the University to HESA and also informs the REP reports aligning the two and ensuring consistency in the data under review. Data will be available to staff through Qlikview from 2 nd November. Page 1 of 17

2 1.13 The weblink for Qlikview is Full guidance on how to extract the data required for the report is located in Appendix A at the end of this document, in the Quality Assurance section of the website and also in Qlikview Qlikview has the facility to produce documents presenting data from both single and multiple programmes. The data document that is produced through Qlikview should be attached to the report and referred to clearly in the text. For enquiries relating to the extraction of data please IT at servicedesk@uel.ac.uk For enquiries relating to data accuracy please Strategic Planning at strategicplanning@uel.ac.uk 1.15 Appendix B, produced by the Strategic Planning Department provides guidance on the methodology for calculating retention, progression, achievement and completion Completion of the cover page sections 1-4 and 6 can begin as soon as the REP template has been received. The remaining sections which are reliant on Qlikview dataset should be completed as soon as the data is available on 2 nd November. See the Calendar of Activities for more information Where space for lists are not sufficient then additional rows can be added. Commentary boxes have not been restricted, however please keep commentary succinct Report authors should ensure that subject discipline-specific or School-specific terms and acronyms are explained clearly When completed, reports should be submitted to the School Administrator/Manager responsible for Quality. Page 2 of 17

3 2. Report Template 2.1 The Professional Doctorate Programme Review Template is designed for awards being delivered by University staff either on University campuses, at other premises or by distance learning. There is a different template for the Collaborative REP process which should be completed by the partner institution staff. More information on the Collaborative REP process and report templates can be found at Where an award is closing, the expectation is that the template will still be fully completed and the action plan should consider what mechanisms need to be in place to support students during the run out. 2.3 Cover Page. 1. The first box is about ownership of the report 2. The second box is in respect of referencing the first column describes the type of evidence that might be used in the report and the second column is the acronym to use when referring to the evidence. It may be that not all evidence listed is required in the report, alternatively the list is not exhaustive and there may be other sources of evidence to refer to. 3. Confirmation of attached documents is required 2.4 Section 1. Programme Overview: The purpose of this section is to provide a brief overview of the programme. The introduction might include changes in structure or developments that have occurred throughout the year. This section should also include a statement on the appropriateness of work based learning and reflection on the professional background of the student. This might include the split between students working in the public and private sector or type of industry. 2.5 Section 2. Good and Innovative Practice: 2a. Briefly identify and summarise practice within the programme that is genuinely innovative, sector-leading or effective practice that colleagues across the wider University might be interested in knowing more about and use. This might include a new approach to a module, communications with students or a partnership which allows students on the programme to develop understanding. Please avoid reporting practice that is required by University procedures and protocols. 2b. Identify and briefly describe highlights throughout the year. This is an ideal opportunity to celebrate student successes and might include events, awards, nominations, trips, exhibitions or collaboration. Successes might be in relation to one or more students, about the programme or about teaching staff where activity has impacted on the programme. 2.6 Section 3. Progress on previous year s action plan: The action plan from the previous year should be inserted detailing resolution status and the action taken to resolve the issue. Where an issue has not been resolved, then this should be noted and progress detailed. Any action with in progress noted should be accompanied with commentary on the progress. 2.7 Section 4. Student Feedback: Comment on the key strengths and identify areas for improvement highlighted by students in student survey data. It is expected that the information will be sourced from national and University student survey data and other feedback mechanisms. Please ensure that all evidence is referenced appropriately. Where survey data is not available, it may not be possible to complete all categories. Where results published might refer to the year previous to that which the report is aimed at (for exam, then the year the data referred to should be clearly labelled and actions taken as a result of the survey results detailed. Page 3 of 17

4 2.8 Section 5. Recruitment, Retention, Progression and Destination: The data for this section can be found in Qlikview. Guidance on how to generate the data required for the report is located in Appendix A at the end of this document, in the Quality Assurance section of the website and also in Qlikview. Commentary on recruitment should include a comparison over the past three years. Comparison with previous years is not reported on for retention, progression, achievement and completion within the 2014/2015 report. The introduction of a new methodology for producing statistics means that a fair and true comparison is unlikely. However from 2015/2016 onwards a comparison will be required. Retention statistics do not include direct entry students Full guidance on the methodology for calculating retention, progression, achievement and completion has been produced by Strategic Planning and is available in Appendix A. 2.9 Section 6. Equality and Diversity This section is about identifying any issues of equality and diversity, such as gender imbalance in recruitment or differential attainment rates by students from different groups and / or the effectiveness of support for students with disabilities. Where disparity has been identified, the action taken (or planned) should be described Section 6. Civic Engagement This section is an opportunity to review how the programme currently (or in the future) engages and makes a real difference in East London and in the wider international community where appropriate REP Action Plan for 2015/2016: Unresolved actions carried over from 2014/2015 this section is about noting the actions from the previous year which will be rolled over into the 2015/2016 year. New actions identified for 2015/2016 this section is to identify new actions for the 2015/2016 year: List up to 5 or 6 actions Actions should be specific and achievable Actions which are part of routine operation or are on-going should not be listed Any action with in progress noted should be accompanied with commentary on the progress Page 4 of 17

5 3. Calendar of Activities DATE August September October November December January February March April July Review and Enhancement Activity Documentation templates and guidance issued to Schools Completion of Programme/Professional Doctorate report (sections 1 4 & 6) Completion of Subject Area report (sections 1, 2, 5 7) Completion of Collaborative report School SQSC s to finalise internal deadlines for submission Completion of Programme/Professional Doctorate report (sections 1 4 & 6) Completion of Subject Area reports (sections 1, 2, 5 7) Qlikview REP Data available (2 nd November) Completion of Programme/Professional Doctorate report (sections 1 7 and action plan) Subject Area REP Review completion of sections 1 7 & action plan) Collaborative REP submitted to CMSC and SQSC audit review SQSC audit of Programme/Professional Doctorate and Subject Area reports SQSC audit of Collaborative Reviews and submission to CMSC Completion of School Overview Reports Submission of School Overview Reviews to VRSC CMSC audit of Collaborative reviews Production of UEL Overview Review Report Collaborative Overview Report considered at CMSC Consideration of UEL Overview Report at QSC Consideration of UEL Collaborative Review Report at QSC Review of REP process Updates to templates, guidance and quality manual Page 5 of 17

6 APPENDIX A Guidance on using Qlikview for the Review and Enhancement Process 1. Accessing Qlikview To access the Qlikview REP application use the following web address: This will take you to the Qlikview Access Point. You should see one or more applications displayed in the access point. Click the one named: REP Data.qvw This will open the application, and after a few moments you should see an Introduction page similar to the one below. The Introduction page has links to the user guide and data definition guide. Page 6 of 17

7 2. Extracting your data The application is divided into 5 tabs an introduction page and 4 other tabs labelled Steps 1 4. Step 1: Use this page to select your programmes. The first thing to do is to determine if you require School, Subject Area or Programme level data. Click the appropriate button (as show below) and the selected level will be displayed above School and Subject Area level data will aggregate all programmes within a selected school or subject area. Programme level data is the lowest level and will display individual programmes and codes. Example: Extract Data for Accounting & Finance first degree. Select your School and Subject Area by ticking the relevant boxes: - Page 7 of 17

8 This will filter the available list of programmes and you can then tick the name of your programme from the Programme name box. You can also use the little magnifier icon to search for your Programme name or Code:- There are also guidance notes within the application. And see the TIPS section at the end of this document. You can also tick the type of programme e.g. First degree, Maters degree etc. This may help in finding your programme:- A study location box is also available that is default to Programmes taught at UEL Campus. Choose UK or Overseas Franchise for partner institutions: Once you have made your selections (as above) go to the Step 2 tab to see your data. Page 8 of 17

9 Step 2: All your data should now be displayed in a set of tables and charts on this tab. A sample of tables are shown below:- You now have a few options on how to export your data. For a single programme (like Accounting & Finance in this example) you can save the entire dataset to PDF. To do this, go to the Select Report dropdown list on the menu bar at the top of the page From the list, select the Step 2 PDF report for a single programme item:- After you select the item you should be prompted to Open or Save the PDF file:- Page 9 of 17

10 If you click Open, the PDF report should be displayed and you can then view your data and save it with a descriptive name. If you have selected more than one programme, use: Step 2 PDF report for multiple programmes The alternative to PDF is to export each of the tables to Excel. You ll need to do this for every table, and is done by clicking on the little Excel symbol on the top right of each table:- Step 3: Use this page to select your Modules. To do this tick the relevant boxes:- Select your School, e.g. ACE: Then select your Module Subject Area: Page 10 of 17

11 At this stage you may want to export all Modules within that subject area, in which case go to the Step 4 tab where the data will be displayed. To select just a subset of modules e.g. CN3101, CN3102, CN3103, CN4101, CN4102 and CN4104 use the Module Code filter box:- Tick all the items you need. Just untick if you choose one by mistake. There is also a Module Occurrence filter box: This box is used to differentiate between modules taught at UEL, partner institutions and distance learning. Generally, a module occurrence of 1 denotes a module taught at UEL. The default value is 1. Tick the box for any other occurrence code that you need and this will be displayed in the reports. Once you have made all your selections, go to Step 4 to view your data. Page 11 of 17

12 Step 4: Your Module data should now be displayed in a set of tables on this tab:- As with the Programme level data, you can print the report to PDF or export each one individually to Excel. For PDF, go to the Select Report dropdown list on the menu bar at the top of the page From the list, select Step 4 PDF report for modules:- Page 12 of 17

13 After you select the item you should be prompted to Open or Save the PDF file, as described earlier. Alternatively, to export each table to Excel, click the little icon on the top right of each table: Your REP data extract should now be complete. 3. Tips You can use the Magnifier Glass icon to search for a name or code: Click the magnifier icon and then just start typing in the box that appears above the filter:- As you type, the filter box will highlight any items that match the words you are typing. Tick the boxes next to the items you need as they appear. You can also do this for codes:- To Clear any selections you have ticked in a filter box you can use the Eraser icon: The Eraser icon can be found on the top right of all the selection boxes. To Clear all selections from all filter boxes etc you can use the Clear button: To Reset the reports to their default values use the Reset button: The default values for the reports are:- Report Level = Programme Study Location = UEL Campus Study Year (for the profile data) = Year 1 Module Occurrence = 1 Page 13 of 17

14 APPENDIX B Guidance on Review and Enhancement Performance Measures from Strategic Planning 1. Retention Definition Percentage of new entrant students who were active beyond early withdrawal period in YYYY-1 who are still active beyond early withdrawal period in YYYY Rationale The early withdrawal period is largely in-line with HESA s cut off point for the inclusion of students in the annual HESA Student Record data return. A student included in two successive HESA Student Returns following entry to their programme, therefore, will have been retained and will be counted as such by both HESA in external publications and by UEL for the purpose internal Management Information Reporting such as REP. Page 14 of 17

15 Examples Scenario Student A commences their studies on a First Degree at UEL on 18 September 2014, they drop out citing financial reasons on 20 September Student B commences their studies on a First Degree at UEL on 18 September 2014, they drop out citing financial reasons on 13 th May 2015 citing personal reasons. Student C commences their studies on a First Degree at UEL on 18 September 2014 and they are still active on 01 November Outcome Student A does not make the base population used in the calculation having dropped out early Student B does make the base calculation but is not considered retained Student C does make the base calculation and is considered to have been retained Notes: Retention figures do not take into account progression between academic levels, they are simply a measure of whether a student is still active There is no equivalent measure for Postgraduate Taught students There is no equivalent for Professional Doctorate students 2. Progression Definition Percentage of students taking assessment in YYYY who have achieved enough credit to progress to the next level of their programme Examples Scenario Student D is registered on 4 30 credit modules in 2014/15 and successfully completes 2 of them Student E is registered on 4 30 credit modules in 2014/15 and successfully completes 3 of them Student F is registered on 4 30 credit modules in 2014/15 and successfully completes 4 of them Outcome Student D is counted in the base population but is not counted as a progression having only achieved 60 credits Students E and F are counted in the base population and are both counted as a progression having met the threshold for progression of 90 credits, with 90 and 120 credits respectively. Notes Credits achieved to date are included in the calculations, so a student achieving 60 credits at level 4 in 2013/14 and 60 credits at level 4 in 2014/15 will be treated as having achieved 120 credits in total at level 4 and will be considered a progression from level 4 in 2014/15 Progression in this instance does not take into account special circumstances awarded at exam boards and is therefore only intended as a mathematical representation of student progression based on credits achieved. There is no equivalent for Postgraduate Taught students for academic level progression There is no equivalent for Professional Doctorate students Page 15 of 17

16 3. Completion within 3 Years Definition Percentage of students who were active beyond early withdrawal period in YYYY-3 who successfully achieve their intended award in YYYY Examples Scenario Student G commences their studies on a First Degree at UEL on 18 September 2012, they drop out citing financial reasons on 20 September Student H commences their studies on a First Degree at UEL on 18 September 2012, they drop out citing personal reasons on 20 September Student I commences their studies on a First Degree at UEL on 18 September 2012 and they successfully achieve their intended award on 20 July Outcome Student G does not make the base population used in the calculation having dropped out early Student H does make the base calculation but drops out midway through their course so does not complete Student I does make the base calculation and is considered to have completed within 3 years Notes Students completing in subsequent years will not be considered as having completed within 3 years as they will be deemed to have taken a break from their studies or taken a re-sit year in between. Students commencing an extended degree will have their calculation changes to completion within 4 years with the same definition applied as for 3 year completion but with YYYY-4 as the start year The postgraduate equivalent is completion within 1 year for full time Postgraduate Taught Students There is no equivalent for Professional Doctorate students 4. Good Honours Degrees Definition Percentage of First Degree students awarded a 1 st or a 2:1 in YYYY out of the total First Degree awards in YYYY. Examples Scenario Student J successfully completes their first degree in 2014/15 with a Lower Second Class Honours Degree Student K successfully completes their first degree in 2014/15 with an Upper Second Class Honours Degree Student L successfully completes their first degree in 2014/15 with a First Class Honours Degree Page 16 of 17

17 Outcome Student J is included in the base population for the calculation but does not achieve a good honours degree Students K and L are both included in the base population for the calculation and both achieve a good honours degree There is no equivalent for Postgraduate Taught students There is no equivalent for Professional Doctorate students Page 17 of 17

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