Birmingham Business School

Transcription

1 Birmingham Business School AACSB Self-Evaluation Report November 2013

2 TABLE OF CONTENTS 1 INTRODUCTION UNIVERSITY OF BIRMINGHAM Background Environment University Structure University Governance University's Strategy Finances Students Staff BIRMINGHAM BUSINESS SCHOOL Background Environment College and School Organisational Structure School Governance Finances Staff Strategic Direction and Objectives Reputation Achievements Accreditation Process SCOPE OF ACCREDITATION EVALUATION AGAINST THE STRATEGIC MANAGEMENT STANDARDS FOR BUSINESS ACCREDITATION STANDARD ONE: MISSION STATEMENT School Mission University Mission Review and Revision of the Mission Statement Role of Stakeholders Dissemination of Mission Statement Benchmarking Outcomes Reflecting Mission Achievement STANDARD TWO: INTELLECTUAL CONTRIBUTIONS Research and the Mission Statement... 20

3 3.2.2 Research Infrastructure Research Strategy Research Excellence Framework Research Output Research Impact Research and the Corporate World User Engagement Research-led Teaching STANDARD THREE: STUDENT MISSION Target Student Profiles Future School Recruitment Strategies STANDARD FOUR: CONTINUOUS IMPROVEMENT OBJECTIVES Planning Environment Planning Process Resource Allocation Process Advisory Input into Planning Process Continuous Review Key Performance Targets Action Items STANDARD FIVE: FINANCIAL STRATEGIES Financial Position Financial Management System Strategic Action items Financial Strategies Table Premises and Equipment New Technology Infrastructures CHAPTER FOUR: EVALUATION AGAINST PARTICIPANTS' STANDARDS FOR BUSINESS ACCREDITATION STANDARD SIX: STUDENT ADMISSION BSc Entry Requirements MSc Entry Requirements MBA Entry Requirements Doctoral Programme Conversion of Offers Widening Participation... 49

4 4.2 STANDARD SEVEN: STUDENT RETENTION Retention Practices Monitoring of Attendance and Due Diligence Completion and Progression Rates Standard EIGHT: STAFF SUFFICIENCY-STUDENT SUPPORT Administrative Support Pastoral Support Academic Support Careers Advice Placement Support Student Feedback on Academic Assistance and Advising STANDARD NINE: FACULTY SUFFICIENCY Recruitment of Faculty Retention of Faculty Workload Allocation Faculty Distribution Participating and Supporting Faculty Student-Faculty Interaction STANDARD TEN: FACULTY QUALIFICATIONS Criteria for Academically and Professionally Qualified Faculty Maintenance of Knowledge and Expertise Faculty Qualifications STANDARD ELEVEN: FACULTY MANAGEMENT AND SUPPORT School Expectations of Faculty Faculty Management Induction and Mentoring of New Faculty Probation Study Leave Staff Development Performance Review Promotion Annual Reward Scheme Projections of Future Resource Requirement... 66

5 4.7 STANDARD TWELVE: AGGREGATE FACULTY AND STAFF EDUCATIONAL RESPONSIBILITY Student Effort and Learning Expectations Student-Faculty Contact and the Learning Experience Student Achievement Evaluation of Teaching Effectiveness STANDARD THIRTEEN: INDIVIDUAL FACULTY EDUCATIONAL RESPONSIBILITY Staff Responsibilities Student Participation in the Learning Process Collaborative Learning Experiences Student Feedback Faculty Development Activities STANDARD FOURTEEN: STUDENT EDUCATIONAL RESPONSIBILITY Course Descriptions and Syllabi Engagement EVALUATION AGAINST THE ASSURANCE OF LEARNING STANDARDS FOR BUSINESS STANDARD FIFTEEN: ASSURANCE OF LEARNING National Quality Assurance Framework School Quality Assurance Framework Teaching and Learning Strategy Programme Development Annual Module and Programme Review Internal and External Audits External Examiner Process STANDARD SIXTEEN: UNDERGRADUATE LEARNING GOALS Undergraduate Programme Portfolio Undergraduate Learning Goals Programme Evaluation STANDARD SEVENTEEN: UNDERGRADUATE EDUCATIONAL LEVEL Accomplishment of Learning Goals Appropriateness of Educational Level Collaborative Arrangements STANDARD EIGHTEEN: MASTER S LEVEL GENERAL MANAGEMENT LEARNING GOALS MBA Programme Portfolio MBA Learning Goals... 85

6 5.4.3 Employer Expectations STANDARD NINETEEN: SPECIALIZED MASTER S DEGREE LEARNING GOALS Specialist Master's Programme Portfolio Specialist Master's Learning Goals STANDARD TWENTY: MASTER S EDUCATIONAL LEVEL Accomplishment of Learning Goals Appropriateness of Educational Level STANDARD TWENTY-ONE: DOCTORAL LEARNING GOALS Doctoral Programme Learning Outcomes Research Training Supervision Arrangements Completion and Progression Doctoral Community Developing Doctoral Researchers as Teachers Programme Evaluation EVALUATION AGAINST THE ASSURANCE OF LEARNING STANDARDS FOR BUSINESS TABLE 2-1: FIVE -YEAR SUMMARY OF INTELLECTUAL CONTRIBUTIONS TABLE 9-1: SUMMARY OF FACULTY SUFFICIENCY BY DISCIPLINE AND SCHOOL TABLE 10-1: SUMMARY OF FACULTY QUALIFICATIONS, DEVELOPMENT ACTIVITIES, AND PROFESSIONAL RESPONSIBILITIES TABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTY APPENDICES Appendix 1. 1 Extract from University Ordinances Appendix 1. 2 Relationship with the College of Social Sciences Appendix 1. 3 BBS: Structure, Governance and Faculty Roles Appendix 1. 4 Professional Services Review Appendix 1. 5 School Committee Diagram Appendix 1. 6 Vision and Strategy Appendix 1. 7 Screenshots of Virtual Learning Environment (Canvas) Appendix 3. 1 List of Advisory Board Members Appendix 3. 2 Confidential Financial Annex Appendix 4. 1 Undergraduate Programme Admissions Data Appendix 4. 2 Specialist Master's Programmes Admissions Data Appendix 4. 3 MBA Programmes Admissions Data

7 Appendix 4. 4 Ethnic, Gender and Domicile Mix of Students Appendix 4. 5 BBS Academic Staff Workload Model Template Appendix 4. 6 Faculty Promotions Over Last Five Years Appendix 5. 1 Curriculum Maps Appendix 5. 2 Code of Practice for Management of Postgraduate Research Students

8 1 INTRODUCTION 1.1 UNIVERSITY OF BIRMINGHAM Background The University of Birmingham was founded in 1900 and was the UK s first civic university, representing a new model for higher education founded on the initiative of local citizens to meet the needs of the community. The leading figure behind the establishment of the University of Birmingham was Joseph Chamberlain, Lord Mayor of Birmingham and President of the Board of Trade and Colonial Secretary in the UK government. Chamberlain was concerned that the new university should meet the educational needs of the city of Birmingham, and engagement between the city and the university was a driving principle. The University of Birmingham was also the first university in the UK to be built on a campus model, create a hall of residence for women, establish a faculty of commerce, incorporate a medical school and have a purposebuilt students union building. The University is currently a member of the elite Russell Group, a cluster of leading UK research-intensive universities which acts as both a forum and a lobby group. The University sees its natural comparators amongst this group Environment The main 250-acre campus is located in Edgbaston, some two miles from the city centre, and offers an attractive environment with an impressive mixture of striking Edwardian and modern buildings. One of the most prominent landmarks on the University campus is the Old Joe clock tower, completed in 1908 and built in Chancellor s Court to commemorate the founding of the University through the initiative and active encouragement of its first Chancellor, the Right Honourable Joseph Chamberlain. The University provides a wide range of facilities to students, staff and visitors, including convenience stores and other retail outlets, bars, cafés, hair salons, opticians, a concert hall, banks, an art gallery, a medical and dental practice and day nurseries. An on-campus rail station provides both local and long-distance services. Extensive student residential accommodation is provided in three villages adjacent to the campus. The nearby Selly Oak campus is an 80-acre site with a range of facilities, including a learning resource centre, and is home to the Graduate Institute of Theology and Religion and the Selly Oak Visual Arts Centre. Since 2005, it has also been home to the BBC Drama Village, a pioneering partnership between the University and the BBC, offering our students exciting opportunities to work with TV professionals University Structure Five years ago the University undertook a comprehensive restructuring programme which resulted in the hierarchical organisation of the University's 19 schools into a system of colleges. The University created five colleges, each containing schools, and with some schools containing departments. One of the key outcomes of the restructuring exercise was the formation of the University's Executive Board (UEB). The UEB meets on a weekly basis to steer the implementation of University strategy and policies and to address matters which arise between formal meetings of Senate and Council. The UEB consists of: Vice-Chancellor, Vice-Principal, Pro-Vice-Chancellors, Heads of College, Registrar and Secretary, Director of Finance, Director of Human Resources. 1

9 The strategic objectives for the reconfiguration of the University s structure were outlined as follows: To put academic endeavour at the heart of decision-making To reduce administrative boundaries between related disciplines To create a less hierarchical structure, with greater devolution of authority to the colleges To strengthen working relationships, encouraging links within and between colleges University Governance The University operates in what in UK terms is categorised as a public, regulated, not-for-profit environment. It is a chartered corporation deriving its authority from a Royal Charter granted by Queen Victoria in The University also has the status of exempt charity under the terms of the Charities Act 1993 (meaning that, while having charitable status, it is specifically excluded from the supervisory and monitoring powers of the Charity Commission). The University s Royal Charter provides for: a supreme governing body (the Council) a stakeholders forum (the Court) an academic forum (the Senate) an alumni forum (Guild of Graduates and Alumni Association) a student forum (Guild of Students). The powers and composition of these bodies are set out in the University's Charter and Statutes (see University of Birmingham Charter and Statues). The University s degree awarding powers are derived from its Royal Charter, which lays down the core tenets of the University s governance: its establishment and legal status, its objects and powers, its governing body and its key institutional officers. Amendments to the Charter must be approved by the Queen's Privy Council. Statutes set out the legal framework for the exercise of the University s powers. They prescribe the composition, business and powers of the Council, Senate and Court as well as other provisions in connection with University governance and the promotion of the objects of the Charter. Amendments to the Statutes must also be approved by the Privy Council. Ordinances provide more detail on the exercise of powers than the Statutes. They distribute the authority of Council to committees and to executive officers, and control use of that authority. They contain provisions regarding the Senate, the University s Executive Board and the Court, and establish key organisational structures such as Colleges and Research Institutes. Ordinances may be amended or augmented by the University Council. Regulations contain principles and standards designed to control and govern conduct and to provide direction at a more detailed level than Ordinances. Birmingham Business School operates within the context of the University Charter, Statutes, Ordinances and Regulations which set the framework for the internal organisational structures. This legislation can be found at University of Birmingham Legislation University's Strategy Following the appointment of a new Vice-Chancellor in 2009, in 2010 the University completed a wideranging strategic review resulting in the publication of a document entitled Shaping Our Future: Birmingham 2015 (available in the School's AACSB electronic base room) which will guide the University's strategic direction to that date and beyond. The document states: 2

10 We have identified five key strategic goals, which will enable us to take our place as a leading global university. These goals are mutually supportive; key successes in any of these areas will create a virtuous circle, enhancing the opportunities for success in the other areas. The five strategic goals are to: Enhance our research power Provide our students with a distinctive, high-quality experience Sustain our financial strength and use it purposefully Enhance our performance and status as an engaged university Be the destination of choice amongst our peers. The University strategy highlights that it intends to make contributions at civic, national and global level. Birmingham Business School is fully committed to working with the University to achieve impact at all three levels Finances The financial environment in which the University is operating has recently become more challenging as a result of reductions in Government support for the Higher Education sector. Core funding from the government is channelled through the Higher Education Funding Council for England (HEFCE), with additional income being derived from a variety of sources such as tuition fees, research and consultancy. As of the academic year, the University no longer receives any funding from HEFCE to subsidise fees for undergraduate students from England and all new students must now fund their programmes of study by paying a fee of 9,000, usually covered by a loan from the government-backed Student Loan Company. Different arrangements exist for students from Wales and Scotland whose regional governments still provide some level of subsidy. Students from the EU are also required to pay the 9,000 tuition fee, with fees for other international students remaining as before. University income has been increasing, despite reduced Government funding, placing it in a strong financial position to deal with the challenges ahead. In the UK/EU market, the move from grant funding to student fees, coupled with government controls on student numbers, mean that the University will need to ensure that it attracts the best students. Constraints and restrictions emerging from immigration policies delivered through the UK Border Agency also present challenges in recruiting international postgraduate students who are a key part of the rich academic and revenue mix essential to the University s future. The parameters for research funding via the Research Excellence Framework have also been changed and the University will need to ensure that it delivers on the research impact front to secure future funding. Income from teaching and research are the two most significant funding drivers to ensure financial sustainability and, as mentioned above, both have recently been subject to significant change in an increasingly competitive environment. Sustaining income from these two sources is key to delivering the University s five-year plan outlined in Shaping our Future: Birmingham in The table below outlines the University's financial position at the end of the academic year: 3

11 University Financial Position m University Income Funding council grants 138,256 Academic fees and support grants 136,288 Research grants and contracts 103,266 Other operating income 88,297 Endowment and investment income 5,890 Total income 471,997 University Expenditure Staff costs 254,048 Depreciation 48,960 Other operating expenses 161,845 Interest payable 1,320 Total expenditure 466,173 Operating Surplus 5,824 In order to ensure future growth to deliver its strategy, the University has embarked on significant investment in its estate and infrastructure, including the recently-opened Bramall Music Building and planned projects such as a new library and a state-of-the-art sports centre. In addition, funds have been invested in the Birmingham Fellows, the first initiative of its kind in the UK, which attracted over 1,400 applications from all over the world from young and ambitious researchers. Further investment is also being made to support the University s academic business, such as a campus-wide IT strategy, improved library content and a range of international initiatives including partnerships in China and Brazil. Further information on the University s financial situation can be found in the University's Annual Report Students The University s population of over 27,000 students includes over 18,000 undergraduate and just over 9,000 postgraduate students. Undergraduate numbers are allocated nationally by HEFCE to universities. On average, 20% of our undergraduates are recruited locally and 44% of University graduates take up their first employment in the region. The University acts as a net attractor of labour and talent for the City s workforce. The University's student population by college for is detailed in the following table: College Undergraduate Taught Postgraduate Doctoral Researcher All Degree Students Arts and Law 4, ,172 Engineering and Physical Sciences 3, ,889 Life and Environmental Sciences 2, ,742 Medical and Dental Sciences 3, ,106 Social Sciences 4,234 3, ,695 Totals 18,155 6,204 2,879 27,238 4

12 The University has a long tradition of welcoming international students, with 22% of the current student population (5,961 students) coming from around 138 countries overseas. Of these, 2,791 are undergraduate students and the remaining 3,170 are either taught or research postgraduate students. The University has the fourth largest population of international students of any UK higher education institution, and the largest international postgraduate community in the UK Staff College UK Overseas Not known Arts and Law 5, Engineering and Physical Sciences 3,385 1, Life and Environmental Sciences 3, Medical and Dental Sciences 3, Social Sciences 5,042 2, Totals 20,816 5, The University employs more people than any private sector employer in Birmingham. In it directly employed 6,146 people and spent over 250 million on wages. A high proportion of employment opportunities at the University are highly skilled jobs. The University also supports additional jobs in the region through the procurement of goods and services, capital investment, and staff, student and visitor spending. The University's Economic Impact Report published in 2013 (Our Economic Impact on the City of Birmingham and the West Midlands Region) highlights that the University generated 1,072 billion of spending in the West Midlands economy in and supported 11,830 jobs. The following table details the number of full-time equivalent staff for each of the University's five colleges: College Academic Staff Support Staff Total Staff FTE Arts & Law Engineering and Physical Sciences Life and Environmental Sciences Medical and Dental Sciences Social Sciences Total In addition to the faculty and support staff detailed in the table above, a significant number of staff are employed in central administrative and service functions. 1.2 BIRMINGHAM BUSINESS SCHOOL Background It was a founding condition of the University of Birmingham that commercial subjects should be taught, and Birmingham Business School can trace its origin to the foundation of the Faculty of Commerce in It was England s first Faculty of Commerce and Sir William Ashley (who was recruited from Harvard University) became the first Dean. The School s first Mission Statement, outlined by Ashley, was to provide The education of the officers of the industrial and commercial army; of those who will ultimately guide the 5

13 business activity of the world. A distinctive feature was that international students were amongst the first cohorts over 100 years ago, a tradition which the School has been proud to maintain to this day. The School s current title came into use in 1989 with the coming together of the two former Departments of Commerce and Accounting and Finance. We celebrated our centenary in Over the course of the first hundred years, it is estimated that more than 15,000 students have studied here. In March 2005, our new 20 million home, University House, was officially opened by Sir Dominic Cadbury, a prominent local businessman and member of the Cadbury chocolate manufacturing dynasty. A copy of the School's centenary history, A Hundred Years of Business Studies at the University of Birmingham, will be available in the base room Environment Until the creation of the colleges in 2009, the School was housed as a single unit in the Grade II listed University House building. Whilst we continue to occupy this building, a new part of the School, the Department of Economics, is located in the J G Smith building, built in 1976 as a teaching and administrative building, on a different part of the campus. We are currently working with the College of Social Sciences and the University to develop proposals to bring all the parts of the School together. We are also planning the construction of a further building, the Postgraduate Teaching Centre, at an estimated cost of 10 million. The new Postgraduate Teaching Centre will be built on a site adjacent to the J G Smith building, closer to campus facilities, and is due to open in spring The Teaching Centre promises to be an exciting new building and is being designed to include modern technology and teaching resources to support the needs of our postgraduate students (architectural plans will be made available in the School's online base room). The MSc and MBA Programme Offices and dedicated postgraduate careers support will also be housed in the same building. Further space to meet long-term growth projections for staff accommodation is also being investigated College and School Organisational Structure The Business School is one of four constituent schools of the College of Social Sciences, the others being Government and Society, Social Policy and Education. Heads of Colleges sit on the University Executive Board, which is the University s key strategic decision-making committee and meets weekly. The College Board is the College s key strategic decision-making committee and meets fortnightly. As a member of the College Board, the Dean of the Business School is instrumental in shaping the overall framework within which the School is held to account for delivering on the strategic and operational priorities which the Head of College (acting for the University) agrees with the School. The Dean of the Business School is directly responsible to the Head of the College of Social Sciences and is tasked with managing the School, its resources and its strategic development. The relationship between the School and the College is thus of primary importance. The University Ordinances on the roles of Heads of College and Heads of School are given in Appendix A description of the management relationship between the School and the new College of Social Science is provided in Appendix Two other college-level groups play a role in the strategic process: the College Learning and Teaching Committee and the College Research and Knowledge Transfer (R&KT) Committee. Overall, the function of these two Committees is to provide an overview of school-level developments and to quality assure current and new activities being undertaken by schools. In addition, the two groups are responsible for taking forward cross-college initiatives that will underpin and enhance strategies emerging from Schools in the College. 6

14 When the College structure was introduced, the School took the opportunity to review its organisational structure, taking into consideration that, as a result of enlargement, it had almost doubled its academic staff complement and undergraduate student base. This increase in size, and the amalgamation of units with different management structures, led to a proposal for the School to reconfigure itself on a departmental basis. The School was reorganised into four departments: Accounting and Finance, Economics, Marketing, and Management. Further changes to departmental structure have been initiated in 2013, as described in section below and outlined in Appendix 1. 3 BBS: Structure, Governance and Faculty Roles. In addition to the faculty departments, the professional services staff of the School are members of an Administrative Group headed by the School Operations Manager, who meets regularly with the Dean to discuss operational issues and is a member of the Senior Management Team (SMT). Professional supervision and support of the School Operations Manager is undertaken by the College Director of Operations. The School has a commitment to ensuring that our support services are properly staffed and resourced (see Appendix 1. 4 Professional Services Review) School Governance The School is a full component part of the University of Birmingham and is thus subject to the provisions of its Charter, Statutes and Ordinances and the policies and procedures that follow from these. Our organisational structure is designed to deliver efficient decision making whilst sustaining and promoting the collegiality that has been a traditional feature and strength of British universities. It is also important that the strategic development of the School is underpinned through coordination of our teaching and research activities. A number of School officers are designated to take responsibility for particular areas, some operating independently and some with the support of a committee. The School discharges its functions through a range of committees and the basic subordinate organisational unit is the Department. Further details on our structure, senior faculty roles, governance and committee structures can be found in Appendix 1. 3 (Birmingham Business School: Structure, Governance and Faculty Roles) and Appendix 1. 5 (School Committee Structure Diagram). The School committee structure supports the Dean in discharging his responsibilities by providing a mechanism for all staff to become involved in the work and development of the School, and is critical to the way the School is managed. The new Dean has reviewed the School s senior roles and committee structure with the objective of consolidating strategic decision making at the centre of the School and creating a more responsive decision-making body that is able to react swiftly to the competitive environment within which we operate. The revised structure includes: three new roles as part of the School's Senior Management Team (SMT), a new HR,F&P (Human Resources, Finances and Planning) Committee, devolved from the College a larger number of subject-focused departments and six distinctive research clusters. Speed of decision making and further clarity regarding decision-making structures will be facilitated through the creation of a School Hub, consisting of the Head of the School and a number of senior faculty and professional staff. This will allow for improved coordination, prioritisation and communication at the School level. Alongside this, we aim to recruit a number of senior-level professional services staff to support a clearer devolution of decision-making responsibilities in the School. Further information on the review of professional services staff can be found in Appendix

15 Students are involved in the governance of the School through the mechanism of staff/student liaison committees (as required by University Regulation 2.3). These are organised on the basis of either programmes or departments. There are established feedback loops whereby matters raised by students must be taken forward to relevant bodies, other appropriate action taken and outcomes reported back to the next meeting of the liaison committee Finances The main components of the School s income are generated from postgraduate (taught) and undergraduate teaching activity, both of which have grown significantly in recent years. Between and total recruitment to our undergraduate and postgraduate programmes increased by 113%, from 1,606 students in to 3,423 in Our position is therefore sound and is currently showing a trading surplus (see further discussion in section 3.5.1). The School is a budget-centre within the College of Social Sciences and the Dean and Deputy Dean of the Business School have responsibility for managing the School budget. The University's annual budgeting and planning process, known within the University as the Compact, is an annual, University-wide planning process in which Colleges put forward their key strategic proposals and resource requirements. These are then discussed with Senior Management and, subject to any necessary amendments, formally signed off by the relevant University committees before being ratified by the University Council (see further discussion in section 3.5.1). Once the budget has been approved, the School has some autonomy in determining the use of its resources. We are able to determine our overall teaching profile, review the financial implications of this portfolio, and make claims for resources through discussion of budgets and division of surpluses. We are also given flexibility to make proposals for new activity and to identify budgets to assist in our overall development (for example through funding research activity) Staff The University recognises that a Business School must recruit high-quality staff to maintain its competitive position in the market. Cases for new staff are put forward to the University through the College, and the School is now moving ahead with significant investment in new staff, at both senior and junior level, in order to build our reputation and develop our business. In 2012 we brought in an independent consultant to review the provision of professional services within the School and to advise on how the level of service to both students and academic staff can be improved and enhanced. This led to a major restructuring exercise in 2013, alongside investment in over 20 new posts to improve the quality of programme delivery and support services. A number of Professional Services staff based in the School provide us with specialist services (marketing, alumni, IT, research support). These staff report to the School Operations Manager and the Dean on the routine delivery of effective support services in these areas. They receive professional supervision and support from a College-based lead in their field. At the same time, these College-based leads have a portion of their time typically around 25% allocated to the School (and are themselves, with the exception of research support, accountable to specialists in these areas employed at University level); this allocation adds considerably to both the capacity and capability of these functions available at School level. 8

16 Routine human resource issues are managed within the School through day-to-day line management arrangements. The College allocates 50% of an HR specialist to the School to support the handling of more complex HR matters. This post-holder is accountable to the College HR Partner. Taken together, these arrangements ensure that operational management is handled at School level whilst enabling ready access to expertise and experience, particularly around best practice and personal development. In addition, the availability of College-based functions for services such as HR has led to the provision of a more effective and efficient service to the School. This is in line with the objectives of the College system Strategic Direction and Objectives Birmingham Business School is an international business school operating in a global context and marketplace, with the US, Canada and Australia offering strong competition. Our UK peers are primarily other business schools in the Russell Group of research-led universities such as Nottingham, Manchester and Warwick, and we aspire to match and exceed them in terms of our international offerings and partnerships. This profile is consistent with the University as a whole. Our strategic positioning and objectives are encapsulated in the School s Mission Statement: Local Commitment with Global Impact Our mission at Birmingham Business School is to be a research-led, multi-disciplinary, international business school developing a new generation of global business leaders and entrepreneurs. We are committed to making a difference: by enabling our graduates to add value throughout their careers; by providing superior business intelligence to our partners; and by focusing our research on the key challenges that face our economy and our society. This is the current formulation of the underlying ideas and intentions that have driven the School s activities for over 100 years. Our strategic position has strengthened over the last five years, whether measured by quality of student applicants, accreditation of our degree programmes, or quality of faculty applying for posts. This in turn has enhanced our operational effectiveness, both because of the greater resources we now generate, and also because the University regards us as a key strategic School probably to a greater degree than at any previous time in the University s history. The School s Vision and Strategy document (see Appendix 1. 6), alongside the University s Shaping Our Future framework, will form the basis on which the School will move forward over the next period of its development. These documents relate fully to the School and University mission to deliver high-quality teaching/learning and research. They also identify the importance of making impacts at local (civic), national and international levels, which is also embedded in the mission. They are consistent with the vision of the School to be in the top 10 in the UK and the top 75 globally. The University s planning procedures, which lead to a Compact of Targets agreed with the School and attract associated resources, ensure that the School s plans and ambitions are effectively and efficiently resourced. The School s strategy document highlights a number of measures which will guide our development over the medium term and are consistent with our long-term strategic positioning. The five main points are: adopting a student-centred approach; undertaking world class research aligned with user needs; productive engagement and impact (with a range of constituencies); having an international presence and profile; and ensuring that the School has a financially sustainable business model. 9

17 Our strategic development has been underpinned by improved performance in the recruitment of students, in terms of both numbers and quality. This performance has generated additional income which has been used to recruit high-quality staff and further enhance our reputation. Our future development will need to follow this expansion path to ensure that we meet the Sustainable Excellence requirements of the University. For example, funding from our actual and projected income has underpinned the conversion and extension of University House, giving us an internationally competitive location for teaching and learning facilities. Furthermore, approval for a new 10 million Postgraduate Teaching Centre, despite the University s need to make reductions elsewhere, underlines its ongoing faith in the School. We see ourselves as emerging from a state of flux engendered by rapid changes in the headship of the School although, given the environment in which we are operating, there are still significant uncertainties. Whilst we are confident that our renewed strategic plans will assist us in meeting the challenges posed, we also recognise the need to adopt a dynamic and flexible approach and to be willing to innovate and reposition resources within the School as the situation develops and the implications of funding changes become clearer. By adopting such a strategy we will be in a strong position to achieve our medium-term goals and longer-term objectives. In order to attain our vision for 2017 and beyond, we will pursue the following strategic direction with the aim of enhancing our current standing as a major global business school, yet remaining firmly embedded in the University of Birmingham and the local West Midland community. By 2017 the School aims to: be a top 10 UK business school and in the top 75 internationally achieve triple crown business school accreditation with AMBA, EQUIS and AACSB be the regional business school of choice for students, businesses and policy makers make a genuine contribution to debates of national and international significance. In order to achieve these aims the School will: Offer high-quality undergraduate and postgraduate programmes with an international focus delivered to the best students from the UK and around the world Carry out internationally-recognised research, relevant to local, national and international businesses and policy makers Engage productively in order to build on existing partnerships and develop new ones with other parts of the University and businesses, universities and policy makers locally, nationally and globally Take full advantage of its position in a world-leading university and the broader context of the College of Social Sciences to explore the role of a business school in broader scientific, cultural and intellectual debates Attract the best students and staff from the UK, Europe and the rest of the world and be the regional business school of choice for students and businesses Sustain, grow and diversify its income streams in order to invest in world-class staff and facilities and provide a strong surplus for other parts of the University Provide excellent services to students, staff and external stakeholders utilising our research expertise, delivered by talented staff and backed up by efficient and effective systems and processes. The success of these plans will be evidenced in our performance in league tables, our recruitment of students, our journal publications and our success in gaining research funding. Our financial performance will also generate the resources to underpin the development of the School. 10

18 1.2.8 Reputation Birmingham Business School s reputation is underpinned by the following factors: Recognition by Quality Assurance, Accreditation and External Bodies: the UK's Quality Assurance Agency (QAA) and the Research Assessment Exercise (RAE)/Research Excellence Framework (REF) review the quality of the School s taught programmes and research, and we continue to receive positive feedback. We have also achieved accreditation and recognition from external bodies such as ACCA (Association of Chartered Certified Accountants), CIMA (Chartered Institute of Management Accountants), ICAEW (Institute of Chartered Accountants in England and Wales), ICAS (Institute of Chartered Accountants in Scotland), CIM (Chartered Institute of Marketing), CIPS (Chartered Institute of Purchasing and Supply), CIPD (Chartered Institute of Personnel and Development), AMBA (Association of MBAs), EQUIS and the ESRC (Economic and Social Research Council). Rankings Recognition: the School is included in the Economist s Which MBA (12th out of 14 UK Schools included in the top 100) and until this year we featured in the Financial Times Global MBA top 100 rankings. Business and Management Studies were ranked 14th (out of 114 University departments) in the Guardian University Guide, and the Business School is a key department in a University recently voted The Sunday Times and The Times University' of the Year for Faculty Esteem: members of the School's faculty regularly receive invitations to be external examiners in other institutions, and are invited to undertake consultancy, to advise and serve on professional bodies, to serve as non-executive directors, to give evidence to UK Parliamentary Select Committees and US Congressional Committees, and to accept visiting appointments in other institutions around the world. BBS faculty have many links with learned societies, professional bodies and external research centres. Edwards is a Fellow of the British Academy and has served as chair of the Academy s Social Science Group. Collinson is a member of the Council of the ESRC. He chairs the ESRC Evaluation Committee and has chaired a number of programme and Centre selection panels. He also sits on the Council of the British Academy of Management and the Association of Business Schools (ABS) executive board. Rainbird has been a member of the ESRC s Research Grants Board and the Grant Assessment Panel for Business. Szmigin is currently a member of the ESRC Grant Assessment Panel for Business and a member of the Portman Group independent complaints panel. Lonsdale and Sanderson are fellows of the Chartered Institute of Purchasing and Supply. Strong and Sustained Demand for our Programmes: the School continues to attract robust application levels from prospective students, the number of students admitted to the School having increased over the past few years. In addition, we receive positive feedback from our students via evaluation forms, Staff Student committee meetings and exit questionnaires. We consistently rank highly in the National Student Survey (NSS) across our subject areas. We are also particularly recognised for the employability of our students which is now a key indicator in Undergraduate programme rankings in the UK. Finally, our alumni are enthusiastic in their ongoing support for the School. Corporate Support: the School has strong regional, national and international corporate ties, resulting in many longstanding bespoke collaborations and support from firms including, for example, funding student prizes, providing guest speakers, taking our students on work placements, and attending our student recruitment events. We have a targeted business engagement strategy which includes both research collaboration and partnerships designed to enhance the student experience and above-mentioned employability. The KPMG Accountancy programme, for example, is a unique collaboration with one of the UK s largest graduate employers. We also receive invaluable advice and support from our very high-profile Advisory Board. 11

19 1.2.9 Achievements In recent years, there have been a number of actions and achievements in pursuit of our strategic objectives. Most recently, the University Executive Board (UEB) approved an investment plan put forward by Dean Collinson for upfront investment in faculty, professional services staff, research and marketing. The University accepts the key principle that the School needs to build on its recent progress to position itself as a premium provider of management education, both in the UK and globally. Growing competition from emerging schools around the world means that this requires greater investment to improve the quality of our offering to students and our variety of programmes in terms of delivery options and available pathways. Our investment plan, described in the Vision and Strategy document (Appendix 1. 6), builds on our achievements in recent years, including: Internationalisation: The international agenda has focused on expanding partnerships in Singapore, Hong Kong and mainland China. We have significantly developed our collaboration with the Singapore Institute of Management (SIM), with programmes at both Undergraduate and Postgraduate levels. We have also revitalised our Hong Kong MBA provision through a new partner and have launched an MBA with a University partner in Guangzhou. The latter is part of a broader University-level initiative to establish a platform for collaborative research and teaching in Guangzhou, led by the Vice-Chancellor and backed by the municipal government. In all these Asian locations we use a flying faculty model which ensures a consistently high quality of delivery, matching our home-based programmes. At the undergraduate level more generally, we have introduced a 4-year BSc programme with a year spent in a partner University overseas. This complements and extends the with language provision that has been a feature of our undergraduate degrees for many years. The new range of BSc programmes includes four such international variants: BSc International Business; BSc Business Management with Communications; BSc International Business with Language; BSc International Accounting and Finance. Demand for these programmes is high and we expect that 4-year programmes will eventually become the norm. Accreditation: has been addressed by achieving AMBA accreditation for all MBA programmes and the MSc International Business, as well as EQUIS whole-school accreditation. We achieved re-accreditation from both AMBA and EQUIS in Individual programmes also have accreditation from relevant professional bodies. Enhanced Teaching Facilities: University House, our flagship building, has recently been improved, including a refurbished common room and work space for all students and faculty next to our in-house library and meeting room. In late 2012 we gained a significant investment of 10 million to build a new postgraduate teaching centre at the heart of the University campus. This will contain state-of-the-art facilities for faculty and students. In parallel with the development of physical space, we have made significant improvements to our online learning environment. This has benefited from the University s investment in Canvas (moving away from the Web-CT platform) designed to facilitate online collaboration and interaction through features such as discussion boards, notifications, personal profile settings, smart phone access and links to social media applications. Research Assessment Exercise: The School did well in the UK Research Assessment Exercise. In the Business and Management Studies category, 90% of research activity submitted was rated as being of international standing. Various metrics can be used to construct rankings. Looking at the proportion of activity ranked at the 4* (world class) level, Birmingham was ranked 14th out of 90 Business submissions. At the 3*/4* level we were ranked 21st out of 90, and on various other measures we were ranked 19th. We anticipate an even 12

20 better performance in the forthcoming (2014) national REF (Research Excellence Framework) exercise (Section below). Corporate Activity: the driving rationale for the establishment of the School was to meet the needs of industry and commerce, and in recent years we have devoted considerable attention to this aspect of our work. A high proportion of our faculty arrive with corporate experience and many continue to work with industry in collaborative research and consultancy. Our taught degrees benefit from a wealth of industry and employer links that input directly into the programmes. We are also fortunate in having a very supportive and high-profile Advisory Board that consistently scores highly in the FT Rankings for its exemplary gender balance and the many outstanding international individuals actively serving on it. Six specific areas of corporate engagement are worth highlighting: (1) Student placements, dissertation projects and career-related engagement: managed by the External Relations group combining the careers, student recruitment, marketing and placements teams. This work focuses on student-related activities, including project and career-related placements, recruitment events and guest speakers. Boots International, a Graduate Scheme open exclusively to Business Management students at Birmingham Business School in 2013 is one example of this kind of activity. (2) Teaching: Various activities take place throughout the year, such as visiting speakers and in-house project work with students, including the week-long MBA Deloitte Consulting Challenge organised by one of our Advisory Board members (Jane Lodge). The KPMG UG Accountancy degree programme stands out as a benchmark for collaborative corporate programmes. The unique University of Birmingham Capgemini Consultancy Challenge is another example of corporate engagement (3) CPD: The HM Treasury 3-year Tax Development programme, worth about 250k, is one example of CPD activities which the School has run. More recently, the NHS Leadership programme is the largest programme of CPD work in which BBS has been involved. (4) Research: As part of their research activities, faculty have long- and short-term links with a wide variety of corporations and policymaking organisations. These include work with the European Central Bank (ECB) and the Banque de France, the African Development Bank, BAE Systems (Marine), VT Shipbuilding, Truflo Marine and Fleet Support, Ford, BAE Systems, GKN, BP Exploitation and Production, Rolls Royce, AVEVA, Tesco and many others. (5) Policy: Engagement with policymaking organisations complements the School s business engagement activities. This takes two broad forms: collaborative work which informs policies relating to economic and business development, regionally and nationally; and activities funded by policy organisations which directly support businesses. (6) Reputation: Faculty representation on Boards and committees, and their engagement in events, presentations and work with the Chamber of Commerce, UKTI, GBSLEP, CBI, various forms of media and other organisations supports our standing in the community. A list of our principal corporate partnerships is provided in the electronic base room. 13

21 Accreditation Process Date May 2007 July 2007 April 2009 July 2010 August 2011 November 2012 March 2013 February 2014 Stage in Accreditation Process Birmingham Business School submitted its Pre-Accreditation Eligibility Application to AACSB. Eligibility application accepted following review by the Pre-Accreditation Committee. Five areas of insufficient information or potential concern were identified. Dean Arthur Kraft was appointed mentor. Dean Kraft made his initial mentor visit to the School. Changes in the Headship of the School and major restructuring of the University have meant that we have not been able to proceed with this matter as speedily as we would have wished and extensions have been sought and granted. The School submitted its Accreditation Plan. The School submitted its Plan Implementation Report. The School applied formally to AACSB to be considered for Initial Accreditation. AACSB Peer Review Team to visit the School. 14

22 Course Code Duration in years Mode: Full time/ Part Time/ Distance Learning/ off-shore Pre or post experience November 2013 University of Birmingham Self-Evaluation Report 2 SCOPE OF ACCREDITATION The following programmes are submitted to AACSB for inclusion in the forthcoming accreditation visit: Programme Bachelors 9719 BSc Accountancy (KPMG School Leavers' Programme) 4 Full-time Pre 3037 BSc Accounting and Finance 3 Full-time Pre 6298 BSc Business Management 3 Full-time Pre 6328 BSc Business Management with Communications 3 Full-time Pre 186A BSc Business Management with Communications (Singapore) 3 Full-time Pre 6430 BSc Business Management (with Year in Industry) 4 Full-time Pre 7903 BSc Business Management (Singapore) 3 Full-time Pre 7908 BSc Business Management with Industrial Placement (Singapore) 4 Full-time Pre 6432 BSc International Business 3 Full-time Pre 7909 BSc International Business (Singapore) 3 Full-time Pre 6427 BSc International Business with Communications 4 Full-time Pre 6431 BSc International Business with Language 4 Full-time Pre 2043 BSc Money, Banking and Finance 3 Full-time Pre 2045 BSc Money, Banking and Finance (with German) 4 Full-time Pre 2047 BSc Money, Banking and Finance (with Italian) 4 Full-time Pre 2048 BSc Money, Banking and Finance (with Portuguese) 4 Full-time Pre 2046 BSc Money, Banking and Finance (with Spanish) 4 Full-time Pre Postgraduate Diploma 4973 Pg Dip Business Administration 1 Full-time Pre Generalist Master's 5176 MSc (Taught) International Business 1 Full-time Pre 6870 MSc (Taught) International Business [24 Months] 2 Full-time Pre Specialised Master's 6136 MSc (Taught) Human Resource Management 1 Full-time Pre 6871 MSc (Taught) Human Resource Management [24 Months] 2 Full-time Pre 9621 MSc (Taught) Human Resource Management (CIPD) 1 Full-time Pre 7280 MSc (Taught) International Accounting and Finance 1 Full-time Pre 7982 MSc (Taught) International Accounting and Finance [24 months] 2 Full-time Pre 7109 MSc (Taught) International Marketing 1 Full-time Pre 3180 MSc (Taught) International Money and Banking 1 Full-time Pre 5254 MSc (Taught) International Money and Banking [24 months] 2 Part-time Pre 5177 MSc (Taught) Investments 1 Full-time Pre 6869 MSc (Taught) Investments [24 Months] 2 Full-time Pre 3521 MSc (Taught) Marketing 1 Full-time Pre 15

23 Specialised Master's 6868 MSc (Taught) Marketing [24 Months] 2 Full-time Pre 7115 MSc (Taught) Marketing Communication 1 Full-time Pre 2268 MSc (Taught) Money, Banking and Finance 1 Full-time Pre 7112 MSc (Taught) Strategic Marketing and Consulting 1 Full-time Pre MBAs 2147 MBA Master of Business Administration (12 months) 1 Full-time Post 2152 MBA Master of Business Administration [21 months] 2 Full-time Post 2151 MBA Master of Business Administration [24 months] 2 Full-time Post 2149 MBA Master of Business Administration [Executive UK] Part-time Post 4994 MBA Master of Business Administration [Executive Hong Kong] Part-time Post 2150 MBA Master of Business Administration [Executive Singapore] Part-time Post 7541 MBA Global Banking and Finance 1 Full-time Post 7566 MBA Global Banking and Finance [21 months] 2 Full-time Post 7560 MBA Global Banking and Finance [24 months] 2 Full-time Post 9117 MBA Public Service Part-time Post 6130 MBA Strategy and Procurement Management 1 Full-time Post 2428 MBA Strategy and Procurement Management Part-time Post Doctoral Programmes 8168 MPhil (Research) Business School, Management 4 Part-time Post 2120 PhD Business School, Accounting and Finance 3 Full-time Post 2121 PhD Business School, Accounting and Finance 6 Part-time Post 8169 PhD Business School, Management 3 Full-time Post 8171 PhD Business School, Management 6 Part-time Post 8170 PhD Business School, Marketing 3 Full-time Post 8180 PhD Business School, Marketing 6 Part-time Post 9605 PhD with Integrated Study (Business & Management) 3 Full-time Post Notes: i) The list above includes all programmes in three of the School s departments: Accounting and Finance, Management and Marketing. For the Department of Economics, only those programmes with a significant Business component have been included. ii) The Business School contributes a with Business Management component to a number of Engineering and Science undergraduate programmes. These are not included as the Business element constitutes a minor part of the overall programme. The package offered is a subset of elements from the BSc provision shown above. 16

24 3 EVALUATION AGAINST THE STRATEGIC MANAGEMENT STANDARDS FOR BUSINESS ACCREDITATION 3.1 STANDARD ONE: MISSION STATEMENT The school publishes a mission statement or its equivalent that provides directions for making decisions. The mission statement derives from a process that includes the viewpoints of various stakeholders. The mission statement is appropriate to higher education for management and consonant with the mission of any institution of which the school is a part. The school periodically reviews and revises the mission statement as appropriate. The review process involves appropriate stakeholders School Mission Our original mission, articulated in 1902 by Sir William Ashley (founding Dean), was The education of the officers of the industrial and commercial army; of those who will ultimately guide the business activity of the world. Its language is archaic but its central purpose remains valid to this day. We honour this tradition and embrace it, in suitably modernised form, in our more recent mission statements. In more recent formulations the School expressed its vision to be an internationally recognised, research-led business school. Its mission was expressed as being to enhance economic and social well-being through responsible and sustainable corporate performance by research, teaching, knowledge transfer, and policy advice. This statement of mission has informed our work in recent years. Our Mission Statement has recently been revised as part of a comprehensive strategic review undertaken by the School. This is being followed through with any necessary changes to statements and procedures to ensure that it is embedded in our culture. The mission is: Local Commitment with Global Impact Our mission at Birmingham Business School is to be a research-led, multi-disciplinary, international business school developing a new generation of global business leaders and entrepreneurs. We are committed to making a difference: by enabling our graduates to add value throughout their careers; by providing superior business intelligence to our partners; and by focusing our research on the key challenges that face our economy and our society University Mission The starting point for the School s mission is that of the University. This is stated as follows: Mission: The University of Birmingham s mission derives from our foundation as the first English civic university, established in England s second city. We are a university of national eminence and global reach, and we cherish our civic roots. We have a fundamental commitment to rigorous academic curiosity, forming ideas through the crucible of debate and opening them to challenge. This ensures that we produce exceptional graduates and impactful research, thereby making a significant contribution to society and the global economy. Vision: The University of Birmingham s vision is to become a leading global university, recognised by our peers as being both a dominant intellectual force and the destination of choice nationally and internationally. Values: We have identified five core values which inform and pervade the way we work to make the University of Birmingham a leading global university: 17

25 Excellence: we are committed to excellence at the heart of everything we do Distinctiveness: we are clear about what makes us stand out amongst our national and international peers Impact: we make a difference in Birmingham and the region, across the country and around the world Confidence: we are confident in ourselves, in our direction and in our common purpose Pride: we celebrate the quality of our staff and our students, the prestige of our heritage and our location, and being an elite university. Our global community takes pride in us. We have a shared vision of our own identity and character, as well as where we sit within the University of Birmingham as a whole, which enables us to face the future with confidence and a strong sense of purpose. The School shares the University s values but also has its own clear set of values which guide and inform everything we do: Valuing the individual: we recognise and value the central role of individuals in business success. We value human interaction and engagement and aim to create an academic environment which is challenging, but also values the contribution and needs of individual staff and students Ethical awareness: we believe that awareness of ethical issues must inform all debates regarding business in the twenty-first century Genuine transformative engagement: we believe that business schools can make a genuine difference, not just to the students who study with us, but to broader national and international communities Global reach with a local commitment: we are proud of our long history of serving the City of Birmingham and the wider West Midland business community. Birmingham businesses have always had a global impact and we are proud to maintain and grow that tradition Business within a broader intellectual context: our key role in the College of Social Sciences and within the University of Birmingham as a whole means we are able to see business research and education in a much broader social, cultural, scientific and economic context Review and Revision of the Mission Statement Our Mission, Vision and Values are regularly reviewed. Most recently this has been undertaken as part of our strategic review, with recommendations made to the School Management Team for approval. The Mission Statement provides the means by which we can operationalise our strategic objectives. Consequently, we now aspire to be a top 10 UK school and a top 75 school globally. Though ambitious, this is consistent with the vision of the University. As will be explained, the resourcing is available to achieve such an ambition and we are confident that we will be able to match ambition with resources. We are fortunate in having a long history and tradition, which provide a solid starting point for the perception of the School and its future development. We aim to interpret this tradition in a twenty-first century context and to base our future directions on these historical foundations. The central message we want to convey is that we wish to pursue teaching and research of the highest quality and to offer our students learning opportunities which will enhance themselves as individuals, their abilities and their career prospects. The clearest enhancement to our activity in recent years has been the internationalisation of the School in terms of our partnerships and in the context of the programmes we offer and, more generally, students teaching and learning experiences. 18

26 3.1.4 Role of Stakeholders The School identifies key stakeholders as: Students (and their families), who now pay full-cost fees at undergraduate level (as has long been the case at postgraduate/post-experience level) Employers and companies who work with our students and recruit our graduates Research users and partners across policy and practice organisations who benefit from our research and consultancy International partners with whom we collaborate to deliver teaching programmes and research The College of Social Sciences which, as one of the five University Colleges, lends coherence to and coordinates the broader portfolio of social science research and teaching The University, which provides financial support towards the achievement of our strategic objectives and encompasses a full range of faculties with whom we partner in research and teaching Local civic interests, both public bodies and commercial undertakings, in Birmingham and the West Midlands more widely, who look to the University and the School to contribute to the economic and social development of the region and the UK overall National government, both as setters of national educational policy and priorities and as regulators and funders through HEFCE HEFCE itself, which funds a significant (but declining) proportion of our activities UK Research Councils and other research funding organisations in the UK and internationally who support our research activities. In constructing the School Mission, the interests of these groups are taken into account in a variety of ways. Of particular importance to our relationship with our stakeholders is the School s Advisory Board, chaired by Lord Jones of Birmingham (formerly Director-General of the Confederation of British Industry and Trade Minister in the British government). This is a diverse body (53% of members are international and 50% female) of considerable distinction. Appendix 3. 1 lists members and their positions. The Mission Statement has also been developed with our students in mind. Students are taught by excellent faculty and have the opportunity to experience innovative teaching informed by top-quality research that has international impact. We endeavour to support the development of our students into global business leaders and entrepreneurs by equipping them with the necessary skills through the provision of high-quality teaching. Our student-centred approach values the contribution and needs of each student individually, while faculty create an academic environment that is intellectually challenging. Our stated ambition to develop the next generation of global leaders and entrepreneurs has influenced the development of our suite of programmes to ensure that they are relevant, globally focussed and build on our research strengths. The perspective of parents, who hope to see a return on their investment, has also been taken into account in our desire to make a difference to the lives of our graduates by adding value throughout their careers Dissemination of Mission Statement Recent revisions of the School's Mission Statement have been discussed within the School at School meetings and further refined at meetings of our Senior Management Team. Our Advisory Board was consulted during the process of putting together our strategy document. Further discussion has taken place at College level alongside discussion of the School s strategic objectives and vision, before finally being approved by the University in May Faculty and support staff are aware of our mission and it is 19

27 constantly disseminated to prospective students and stakeholders. The recently revised Mission Statement is displayed prominently on our website and it is also being included in future student prospectuses and promotional material Benchmarking Birmingham Business School benchmarks its performance largely against other business schools in the Russell Group of research-led universities such as Nottingham, Manchester and Warwick. We aspire to match and exceed them in terms of our international offerings and partnerships. With regard to AACSBaccredited business schools, we benchmark our performance against schools such as Aston, Bradford, City University, Durham, Strathclyde and Lancaster, Our aspirant group for benchmarking purposes includes schools such as Cranfield, Imperial, Manchester and Warwick, and we have recently undertaken a benchmarking exercise as part of our recent strategy review, using Warwick Business School as a key comparator Outcomes Reflecting Mission Achievement The achievements listed under section above reflect the fact that we are already starting to achieve the aims of our Mission Statement. These include: our international agenda, launching new programmes abroad and expanding collaborative, international and multidisciplinary research; significant enhancements to our teaching facilities in terms of both physical space and online delivery; the growing range and quality of corporate engagement activities; the development of research initiatives that focus our efforts on the key challenges facing our economy and our society (see section 3.2.5). 3.2 STANDARD TWO: INTELLECTUAL CONTRIBUTIONS The mission incorporates a focus on the production of quality intellectual contributions that advance knowledge of business and management theory, practice, and/or learning/pedagogy. The school s portfolio of intellectual contributions is consistent with the mission and programmes offered Research and the Mission Statement Our recently refreshed Mission Statement commits us to be a research-led, multi-disciplinary, international business school developing a new generation of global leaders and entrepreneurs and to focus our research on the key challenges that face our economy and our society. Achieving much of this depends on extending and improving our engaged research; that is, research in collaboration with users with relevance to policymakers and practitioners. As part of a research-led institution, we place considerable emphasis on our intellectual contributions and we have mechanisms to stimulate and foster this aspect of our work. We attach the highest importance to our research activity and the way in which this feeds into and informs teaching. A comprehensive research strategy has been put in place and is subject to continuous review, both internally through the Development Review Process, discussions in Departments and at the School s Research & Knowledge Transfer Committee, and also through the University s annual Research Performance Review. This currently focuses on the development of six themed research clusters, as outlined below in section and in the School s Vision and Strategy document (Appendix 1. 6). When appointing new faculty, we have very much in mind the contribution they can make to developing our research culture and portfolio. In keeping with our tradition of internationalism, much of our research and development work involves partners around the globe. 20

28 3.2.2 Research Infrastructure Research in the School is overseen by the Research and Knowledge Transfer (R&KT) Committee, chaired by the School's Director of Research, and is managed through the School s four Departments. Membership of the School R&KT Committee consists of the Director of Research, the four departmental Research Directors, the Director of the School s Doctoral Programme and a member of the College Research Support Office. The School's R&KT Committee aims to monitor, develop and promote research activity across the School and reports to the School s Management Team. The Chair of the R&KT Committee is a member of the School s Senior Management Team and of College research committees, including REF advisory and planning groups. Both School and College committees meet at least once per term and more frequently if the need arises. The School's R&KT Committee is taking the lead in identifying research clusters within the School (see section 3.2.3) around which, to some extent, future activity and senior hires will be focussed, but it does not manage the School s research agenda more widely. Staff are free, and encouraged, to pursue individual and group research interests. The Committee does, however, review and approve all research grant applications and study leave applications and reports. We encourage and support all our members to undertake research, whether individual or collaborative in nature. Our workload model allows academic staff to spend one third of their time on research and they may apply for a period of study leave every three years. Research targets are discussed and set during the mandatory University Staff Development Review process and there are annual Research Performance Reviews. Teaching loads are managed for early career academic staff and study leave is awarded subject to the submission of a specific and practicable research plan (applicants being required to demonstrate that the leave has subsequently been put to effective use). If particular needs are identified then Departmental/School action is activated. For example, study leave may be approved as part of a Research Performance Review (RPR), and staff who need additional time for submission of journal articles may be given a short break from administrative duties. Early career staff also receive support through the mentoring process, with research performance targets being agreed and monitored by the mentor. Research is one of the key criteria when considering promotion to Senior Lecturer, Reader or Professor or when considering discretionary payments. Research excellence is therefore primarily rewarded through promotion, professorial pay rises and other discretionary payments. Adjustments to workload (e.g. reduced teaching) will also usually be offered to staff who secure large external research grants which include a significant element to cover the cost of the academics time. Doctoral students within the School, of whom there are approximately 150 at present, actively contribute to our research profile in a variety of ways. They are expected to present their work to staff and to other students, and all departments expect doctoral students to attend and contribute to research seminars and workshops. Students are also encouraged to present at national and international conferences and may apply for funding from the School to enable them to do this. Doctoral students are encouraged to publish their research, and joint publications with supervisors are common. The School also organises a joint doctoral colloquium with the Universities of Aston, Loughborough, Nottingham and Warwick which is open to students from these universities to enable students to present their research and to network with other students from across the region. Conference attendance is seen as a vital way of supporting research activity and funds are made available and managed within departments. Staff within the School have access to approximately 1,900 per head to support research activities. They currently receive an automatic allocation of 400 per annum, with the 21

29 remainder being used to fund conference trips (for staff presenting papers), external seminar series and other research activities such as mini conferences, group activities and visits to other institutions to work with co-authors. Similarly there are various opportunities to access seed-corn funding for research at both departmental and College level, the latter through competitive bids to the Advanced Social Science Collaborative (ASSC) managed at College level. Several members of staff have received College funding to support research. In 2008, Prof Helen Rainbird received a 20,000 Leadership Award from the College of Social Sciences. This was allocated to support the running of a workshop by the Global Value Chain (GVC) research centre and to provide a seed-corn initiative for research projects to which colleagues could submit a bid. In , a further 10,000 was received from the College to support pilot projects to underpin research grant bids, and several colleagues subsequently submitted successful bids (e.g. Dr De Propris and Dr Zhang). With regard to infrastructure to support research activities, the School and University have made major investments in computer technology and dedicated IT support to facilitate research. In addition, we benefit from the University s extensive Library and Information Services provision Research Strategy Birmingham Business School is a research-led business school with an international reputation for research excellence. Our strategic objective is to consolidate and further enhance our research performance with a view to becoming a top business school according to the UK s 2014 Research Excellence Framework. Research is at the centre of our activities and feeds into and informs teaching. While the focus of our research activities is on academic research, significant attention is also paid to the impact of this research on policymakers and practitioners. Following the appointment of a new Dean in October 2012, the research strategy focused on the development of six clusters of research excellence for investment, which would become flagship themes making us distinctive in a crowded market. The development of distinctive research clusters will help the School to achieve: Economies of scale in bids for research funding Stronger research links across the College and the University A clear research identity for the School and the College externally Well-defined priorities in terms of user engagement (policy and practice, local, national and international). The research strategy was previously more focused on School and College research centres such as the Centre for Research on the Economy and the Workplace (CREW), The Centre for Business Strategy and Procurement (CBSP), the Centre for Corporate Governance Research (CCGR), the Centre for Leadership at the University of Birmingham (CLUB) and the Centre on Household Assets and Savings Management (CHASM). These centres have members from across the School and College but tend to be broadly based, encompassing a large number of research themes, and so are less focused on specific research areas. In addition, staff turnover has meant that some key personnel associated with centres have departed, and new staff with new research interests have joined the School. The research strategy has benefited from the significant investment awarded to the School in May 2013, which included over 1 million (over and above normal annual funding) dedicated to new research initiatives. These funds allow us to pump-prime the research clusters and sponsor a range of other research development initiatives, including six Doctoral fellowships, two 2-year Engagement fellowships (to partner 22

30 with industry and policymakers), two 2-year International fellowships (to enhance our international collaborative research), two 2-day research workshops, two Senior Visiting Fellows per year, and a Research and Innovation fund open to faculty bids. Two research clusters, in Entrepreneurship and Enterprise and Global Value Chains, have been allocated funding and the remaining shortlist includes proposals in the areas of Environmental Economics and Management, China, Responsible Business, Public Sector Management and Quantitative Finance. Some research will continue to be targeted to meet the objectives of research centres, and research topics that do not naturally fit within the clusters will continue to be encouraged and supported. Over the next five years we aim to build on our strengths, ensuring that further high-quality, research-active staff are recruited at both junior and senior level, especially those whose research interests fit with the clusters. Indeed, the rationale for research clusters is to generate a product which is distinctive to Birmingham Business School and so will attract internationally-renowned academics Research Excellence Framework 2014 The School s research performance is assessed through the periodical national Research Assessment Exercise (RAE) undertaken in 2001 and Performance in the 2008 RAE was highly satisfactory with 20% of the School s work ranked in the highest 4* category which is defined as Quality that is world-leading in terms of originality, significance and rigour with 90% overall rated as being of international standing. Since that time we have built our capacity further and we are looking for a further improvement in our performance in the up-coming Research Excellence Framework in The Research Excellence Framework (REF) has replaced the RAE and the next census date is October with decisions by the panels being announced in In many respects the REF processes and criteria for determining research excellence mirror those of the RAE but with the important addition of a significant weighting for research impact. The University of Birmingham has put in place a set of procedures to ensure a more rigorous determination of staff selection for submission and reviewing of research outputs, impact case studies and research environment data and description. In particular the University has set a tariff of 11 points for staff to be submitted to REF (pro rata for part time and early career staff) but recognises that not all research active staff will meet the threshold, especially those at early stages of their careers. Birmingham Business School will submit staff to two units of assessment in REF2014, UoA18: Economics and Econometrics and UoA19: Business and Management Studies. At present the Business School expects to submit over 70 staff between the two units of assessment, about 15% more than for RAE2008. This represents about 75% of staff on contracts that require research activity, so called three-legged contracts (see section 4.5.1). The expected quality profile in terms of research outputs is shown in the table below for the two units of assessment and contrasted with the actual profile achieved in RAE2008. This shows a significant improvement in the % of outputs classified as world leading (4*) and internationally excellent (3*) in REF2014 relative to RAE2008. REF2014 4* 3* 2* 1* U/C Business and Management Economics RAE2008 4* 3* 2* 1* U/C Business and Management Economics

31 The expected REF profile shown in the above table should ensure that we will be firmly in the top quartile in the Business and Management unit of assessment (out of over 90 expected submissions) and in the top 10 in Economics (out of about 25 expected submissions) Research Output Table 2-1 (see section 6.1) summarises the research output of staff within the School. All journals are classified as international since this reflects authorship and readership. The RAE panels typically favour refereed journal articles over books and monographs and hence there is a preponderance of publications in journals. The portfolio of intellectual contributions represents research that is frequently multi-disciplinary and international in flavour, reflecting the priorities stated in the School Mission. Examples of intellectual contributions produced as a result of multi-disciplinary research include those published by faculty members (e.g. Rainbird and Robinson) who have driven the development of a leading research cluster on Global Value Chains for Sustainable and Inclusive Growth (GVC). The research output encompasses a wide range of disciplines, with strong links into global manufacturing and engineering supply chains and a major emphasis on international comparative work. Examples of intellectual contributions that represent research of a multidisciplinary and international flavour include publications by Zhang, who leads a prestigious network of scholars in an EU-funded project on Europe-China high value engineering (EC-HVEN). This involves partners at the renowned Institute for Manufacturing (IFM) at Cambridge, the Technical University of Denmark, Harbin Institute of Technology, Tsinghua University, Shanghai Jiao Tong University and Zhejiang University in China. Other international activities include those by Siebert, who is a fellow of IZA (Institute for the Study of Labour, Bonn), Collinson s research as Guangbiao Guest Professor of Zhejiang University, and Tsamenyi, who is a visiting professor at the China Europe International Business School (CEIBS). The Entrepreneurship, Diversity and Enterprise Development research cluster also has an international dimension, as evidenced by Edwards work with partners in the Intrepid network which involves over 40 researchers from Argentina, Australia, Canada, Denmark, Ireland, Mexico, Norway, Singapore and Spain. Intellectual contributions to practice, reflecting our mission that our research should focus on the key challenges facing our economy and our society, include research by Hodges, Lymer and Cox, whose analyses of the private finance initiative and other forms of public partnership collaboration along with a study of the CPA system of performance measurement in local government have a strong policy dimension. Intellectual contributions by Hodge, for example, include, locally, a financial review of Birmingham City Council and, nationally, a study on the Use of Resources (UoR) Assessment applied to English local authorities (2002 to 2010) which was linked to the abolition of the Audit Commission in August Research Impact The Research Councils UK and the REF evaluate research in terms of both academic innovation and development of research results to enable impact on the non-academic community. Twenty per cent of the overall score in REF2014 is based on impact on research users, requiring that universities demonstrate both the reach (broad base) and significance (depth) of this impact. This will be evaluated both in terms of general strategy towards generating impact and on specific case studies. The latter require a description of underpinning research, an impact narrative and evidence of impact. Case studies identified by the School include: The Valuation of Landfill Disamenities (Economics). Electricity Pricing (Economics). 24

32 Measuring Productivity in the European Union (Economics). Crime and Crime Policy (Economics). Regulation of the Private Equity Business Model (Management). Global Engineering Networks (Management). Generating Local Economic Development (Management). Developing Financial Systems in Eastern Europe and Africa (Finance). Online Corporation Reporting and Information Systems (Accounting). Alcohol Consumption and the Social Identity of Young People (Marketing). The School provides funds for impact generation activity through departmental research budgets, and staff are encouraged to apply for funding for such activities, additional to their normal conference attendance allowances. We recognise the importance of bringing together the research and business communities and have worked to facilitate interactions between them. In 2008 we introduced an extremely successful Business Breakfast series, designed in response to the Credit Crunch, to provide a distinctive forum for academics, business leaders and policymakers to get together to share opportunities, knowledge and experiences. These continued through to 2012, run as part of the West Midlands Economic Forum founded in 2008 with the School s support. Speakers have included Government Ministers (Health and Energy), West Midlands MPs, journalists, Birmingham Chamber of Commerce and business representatives. Topics covered include financing recovery, innovation and sustaining competitiveness. Another example of this cross-community impact activity is the annual international corporate governance conference held by The Centre for Corporate Governance Research (CCRG), which provides a forum for cross-country, multi-disciplinary research findings to be disseminated to a mixed audience from the academic and business communities. The Department of Marketing s Masterclass Series for the Business Community, jointly organised with the advertising agency Cogent Elliott, is a further example Research and the Corporate World We have extensive research links with the corporate world. Some of these have been outlined in previous sections. Other examples of work with specific organisations include: Relationship management in the supply chain for the NHS, ongoing. Siemens PLM, PTC, IBM UK, BP exploitation & production, exploring areas for collaborations on engineering network design, Bao Steel, Shanghai Automotive Industry Corporation, presenting work on high-value engineering and manufacturing services, MG Motor UK, JSB Tech Private Limited Singapore, Xiyi Industrial Group, China, introducing work on international mergers and acquisitions, and technology innovation, Working with the World Banana Forum (ongoing). Advising on workplace absenteeism at University Hospital Birmingham (2012 onwards). Our research also produces results that generate new management tools and impact on corporate markets. Through both academics and the Corporate Relations Manager, we have built successful links with individual businesses and organisations. This enables us to provide targeted support to our partners, resulting in significant impacts for those involved. For example, in 2009 and 2011 we joined the Advantage West Midlands scheme to provide SMEs with a 3,000 voucher to purchase academic support for innovations. One success of this scheme was work on investor relations and online business reporting for Jones and Palmer 25

33 Design Consultants. According to Steven Tolley, Technical Director of Jones and Palmer, BBS research has provided us with information we will use in areas of training, marketing and new product development. A second use of this investment in academic support was advice on marketing a new mobile electronic marketing device for a software licensing company. Recent initiatives that will generate new tools for management include: The Midlands Excellence Organisational Improvement Programme (started in 2012), that translates research into practical applications that can significantly improve quality, productivity and efficiency in businesses. Suppliers and loyalty cards in retailing (ongoing). The High Value Engineering Network project, the aim of which is to develop novel concepts of operations to enhance performance global engineering networks with a particular focus on networks involving Chinese partners. The Centre for Business Strategy and Procurement (CBSP) has been active in engaging directly with firms, examining and advising on contractual arrangements in both the private and public sectors. New practice has been diffused through significant partnerships with leading blue-chip companies including Microsoft, Intel and BP. Members of staff also hold positions on the external boards of organisations. We have developed a Small and Medium Enterprise (SME) engagement strategy with a view to drawing together and influencing individuals, institutions and intermediaries from a variety of domains. It is led by the three Professors who lead the Enterprise and Entrepreneurship cluster Trehan, Greene and Ram who have extensive experience in this field. This is in response to a number of changes under way, including changes to government economic policy and the creation of Local Enterprise Partnerships (LEPs), signalling the government s move away from a national emphasis on business support and advice. Dean Collinson is a member of a national Management Board, led by Lord David Young and backed by the Prime Minister, to establish a Royal Charter to encourage business schools to develop further practical engagement with entrepreneurs and SMEs. He also sits on the Board of BizzInn, the University of Birmingham incubator. Our engagement strategy is designed to identify and develop future opportunities for collaborative ventures with business, ensure collation of information so that opportunities for collaboration will be pursued, and lead the development and maintenance of key external relationships for strategic purposes in relation to thought leadership, business support, enterprise and impact. In the next twelve months key activities include business connect events, an event in conjunction with Business in the Community and briefing papers. The University requires consultancy work by research staff to go through its innovation company, Alta Innovations Ltd, and it is therefore targeted at activities that develop research in ways that are useful to the corporate world. An example is the work of Prof Stan Siebert, who acts as an advisor for the Unquoted Companies Group which includes some very large family-owned manufacturing and services firms in the UK. Prof Siebert draws on many decades of research to advise this group on issues relating to the operation of labour markets, including employment protection legislation and the minimum wage, and he acts as economic advisor to this group with representatives of Government and regulatory authorities User Engagement As well as conducting rigorous academic research of the highest standard, we are committed to engaging with policy and practice communities. Staff have contributed to national and international policymaking, notably for the Bank of England, HM Treasury, the World Bank, IMF, EU-US trade missions, the OECD, the 26

34 International Labour Organisation and the European Union. New practice has been diffused through significant partnerships with leading blue-chip companies, including Microsoft, Intel and BP. The following examples demonstrate the relevance of our research to policy and practice: Corporate governance in China Structural change in the car industry and the collapse of MG Rover Branding and packaging in the drinks sector (with Holsten Pils UK) Developmental economics and technology transfer to developing countries Supply chain management in the shipbuilding industry Relationship management in the supply chain (for Rolls-Royce) A comparative analysis of the Investors in People initiative in various European countries Product design activities in Malaysian SMEs The introduction of computer-integrated manufacturing systems in the automotive industry The assessment of productivity in the public sector Innovative approaches to training and development in the public sector (corporate universities, the skills escalator in the NHS, union/employer partnerships) Research-led Teaching The School has sought proactively to innovate and develop new courses, educational materials, and new learning and delivery methods. A recent example is the specialist undergraduate programme in Accounting collaborating with KPMG LLP and the Institute of Chartered Accountants of Scotland (ICAS. The programme combines academic study with work experience at KPMG and is distinctive in enabling students to participate in continuous salaried employment and funded study. Staff research also feeds into the design of teaching modules, especially at the postgraduate level. Through departmental meetings, research groups play a key role in designing, monitoring and developing modules. New staff are encouraged to propose modules that use their particular research expertise. 3.3 STANDARD THREE: STUDENT MISSION The mission statement or supporting documents specify the student populations the school intends to serve. Our Mission Statement commits us to developing a new generation of global business leaders and entrepreneurs and to enabling our graduates to add value throughout their careers. The School seeks to meets the needs of students at the top of the ability spectrum, across a range of programmes from undergraduate to doctoral (BSc, MSc, MPhil, PhD). The intention is to provide programmes of the highest quality that are intellectually challenging, provide insights into cutting edge theory and practice and equip graduates to meet the needs of the workplace and its challenges. We seek to fulfil our Mission in the context of a number of markets in the UK and overseas. Both domestically and internationally, the high reputation of the School and University helps attract high-quality students, as evidenced by a range of rankings and league tables as well as peer esteem. Also, as a researchled organisation, we are committed to feeding the latest staff research directly into a range of programmes. We seek to meet the needs of students by offering a portfolio of programmes across the range of business and economic disciplines. Programmes are subject to rigorous quality assurance by University procedures supervised and endorsed by the national Quality Assurance Agency, a body charged by government with the assurance of learning and teaching standards in UK universities. 27

35 Full-time Part-time Home Overseas Unknown Male Female Total November 2013 University of Birmingham Self-Evaluation Report Target Student Profiles The target markets for programmes vary considerably. In the case of our undergraduate programmes, the main priority is to attract applications from the brightest year olds (whether home/eu or international), while at the same time making provision for mature students and students from nontraditional backgrounds. Quality also plays a leading role in the identification of target markets for our MBA programmes. In the case of these programmes, however, quality is also measured in terms of potential applicants professional experience (duration and seniority). Owing to the nature of the MSc qualification, the target markets for these programmes are more diverse. Each programme has its own target, as laid out in the marketing case which forms part of the University s programmes approval process. Each programme has its own clearly-defined entrance requirements, which are set out in the University s undergraduate and postgraduate prospectuses. These differ across our programmes, either because of the differing skill emphases in the subjects studied (e.g. numeracy as opposed to literacy), or because of the levels at which the programmes are offered (i.e. undergraduate as opposed to postgraduate). In line with the above, undergraduate programmes generally attract high-quality applications from year olds wishing to continue in full-time education. The target profiles are as set out in the undergraduate prospectus. However, it is worth noting here that last year it was School policy to make offers (for 2013 entry) on the basis of students achieving grades of AAA-AAB in their A-levels. The standard offer has been increased on all our undergraduate programmes in the last three years, to raise student quality in a context of strong demand across all the programmes. Last year ( ), the School awarded no places to students who did not achieve at least ABB in their A-level examinations, except as part of the A2B scheme aimed at widening participation (for further information on widening participation see section 4.1.4). Postgraduate programmes, both taught and research, attract applications from a much more diverse range of potential students, in terms of nationality, age and background as well as in terms of preferred mode of study (i.e. full-time or part-time). Student numbers for along with data relating to the composition of the student population (fulltime/part-time, home/overseas and male/female) are provided in the following table: Mode Home/Overseas Gender Undergraduate 2,311-1, ,169 1,139 2,311 Postgraduate (taught) 1, , ,371 Postgraduate (research) Total 3, ,764 2, ,830 1,956 3, Future School Recruitment Strategies The School and University have invested (and are continuing to invest) in a range of facilities to support and enhance learning and teaching. These range from central facilities to develop staff pedagogical skills (one example being the newly-established Centre for Learning and Development), to IT and VLE development within the School and elsewhere. Attention is also being given to infrastructure and other initiatives to enhance the overall student campus experience. 28

36 Changes in the way in which UK undergraduate students are funded make the investments referred to in the previous paragraph essential to maintain the University s and the School s ability to attract high-quality students. As the concept of student as customer comes into even sharper focus, it is to be expected that students will increasingly shop around when choosing where to study and will look at the quality of teaching, employability and facilities when reaching their decision, assessing value for money and identifying their best buy in effect conducting a more sharply defined personal cost/benefit analysis. To attract the best students we must provide the best experience. We have put forward a strategic proposal to invest further in the range of top-quality, relevant and globally focussed undergraduate and postgraduate programmes offered by the School, building on all of our strengths as well as opportunities for cross-departmental study, both within the School and the College of Social Sciences and across the University. We aim to place particular emphasis on the development of programmes with a global perspective and intend to invest in faculty with international business experience. At the same time, we are aware that we must ensure that the size and mix of our student body is appropriate to maintain a high-quality student experience. At present, on some postgraduate programmes in particular, we over-rely on Chinese students and wish to ensure that recruitment efforts on these programmes attract students from a broad range of countries to enrich the student experience. Finally, we are putting in place plans to develop more flexible modes of programme delivery which take into account the demands of students, their needs and their working commitments. The nature of the programmes we provide and the students we attract are explored more fully below in the context of Standards focussing on particular types of programme (see section 4.1). The recruitment strategies we adopt to give effect to the aspiration of our Mission are similarly described. 3.4 STANDARD FOUR: CONTINUOUS IMPROVEMENT OBJECTIVES The school specifies action items that represent high priority continuous improvement efforts Planning Environment In general terms the School sets out its plans in accordance with its mission statement and key priorities, identifies the resources required to deliver them and then seeks approval from the College of Social Sciences and the University. The University has identified key institutional objectives, and School plans are scrutinised, modified and approved such that the plans objectives are aligned with overall University plans and strategy. Objectives are set in these plans and their achievement monitored through benchmarking and feedback processes. Our strategic objectives, and the annual plan to deliver according to those objectives, are developed through consultation with our Senior Management Team (SMT) and its constituent groups, boards and committees. School objectives are drawn up to ensure that we can fulfil our Mission. Our actions throughout the year, designed to meet our objectives, are identified in an annual plan which then undergoes a process which identifies resources to enable us to action these plans Planning Process Planning and the setting of strategic objectives are undertaken to be consistent with University requirements, structures and objectives. This is achieved through discussions with the College and then discussions between the College and University (which may involve the School if necessary). The Dean of the School is a member of the College Board and the University Leadership Forum (ULF). As part of the latter he 29

37 attends the Monday Morning Meeting or M3 every week during term time to discuss key University priorities and liaise with counterparts across the University. An iterative process ensues if changes are proposed, and the School then revises its plans and seeks final approval from the University. In practice this iterative process reflects changes in the external environment in which the University operates and/or changes in the School s performance, measured by a range of KPIs (key performance indicators) and KPTs (key performance targets) Resource Allocation Process Once the plan has been agreed, strategic and operational management of financial, physical and human resources reside at School level. We run a devolved model such that Heads of Department are responsible for resources within their management unit. In addition, programme directors control some (non-staff) aspects of their budgets. Some budgets such as marketing are managed at School and College level. The overall principle is to devolve budgets where this is operationally beneficial Advisory Input into Planning Process In addition to these University-wide procedures, we receive inputs to our planning processes from our Advisory Board, comprising a number of distinguished business leaders drawn from around the world as well as the UK. An important function of the Board is to offer advice and suggestions on strategic directions and to use its good offices to facilitate our progress and development. Beyond this, we seek guidance from Alumni and Corporate contacts. Through Departmental and School committees, students also have input into our strategic planning process Continuous Review These mechanisms support our desire to maintain a philosophy of continuous review leading to selfimprovement, and the need for critical self-awareness, a concept central to the methodology of the various accrediting bodies. As noted elsewhere, we hold accreditation from AMBA and EQUIS, the methodologies of which emphasise mechanisms for continuous improvement which we embrace enthusiastically. A vital part of the continuous review process is that we adopt critical reviews of our activity. Thus, for example, we use information from the National Student Survey (NSS) to identify areas where we need to improve and take appropriate action. We also monitor success rates in bidding for research funding and disseminate the key features of a successful bid. Senior members of staff within the School make regular reports to the Senior Management Team (SMT) to inform discussions about our strategic direction and actions required to meet our targets and objectives. A performance monitoring cycle ensures that continuous improvement objectives are met, as shown below, with the cycle being translated into action by the Dean and the SMT. This is the mechanism both for the implementation of current plans and for the review and updating of them. 30

38 Strategy Review of Performance Indicators & Targets Investment Proposals Measurement & Monitoring Targets & Actions Key Performance Targets As part of its Shaping Our Future: Birmingham 2015 initiative, the University has established a series of Key Performance Targets (KPTs) and a system for measuring outcomes against them. Cascading from this, each school has its own specific KPTs and a dashboard to monitor performance in these, against which heads of schools are held accountable. This is relatively new and the relationship between University, College and School levels is still evolving. We have a number of operational perspectives to our continuous improvement procedures. These relate to ensuring excellence in our teaching and learning (through well-established Quality Assurance Assessments) and the performance of our staff (through Staff Development Review, Professional Development Reviews, Research Performance Reviews) and through supportive approaches to training needs and career development. Policy (at School, College and University levels) towards the development of the University infrastructure also ensures that our teaching and learning facilities operate to the highest possible standards. These processes are described in more detail later in this document Action Items The School's Vision and Strategy (Appendix 1. 6) is outlined in two phases: 1) to investment strategy and renewal 2) to achieving a premier position as a world-class business school This is set in the context of the University of Birmingham s strategy Shaping our future: Birmingham 2015, the College of Social Sciences Compact and the School s own aspirations firmly to establish its role as a global business school whilst retaining its local commitment and roots. As outlined earlier, we have the following strategic aims in five key areas: 1) A student-centred approach 2) World-class research aligned with user needs 3) Productive engagement and impact 4) An international presence and profile 5) A financially sustainable business model 31

39 The above key areas are closely associated with and operationalise the objectives outlined in our Mission: Local Commitment with Global Impact Our mission at Birmingham Business School is to be a research-led, multi-disciplinary, international business school developing a new generation of global business leaders and entrepreneurs. We are committed to making a difference: by enabling our graduates to add value throughout their careers; by providing superior business intelligence to our partners; and by focusing our research on the key challenges that face our economy and our society. 1) A Student-centred Approach We have already successfully introduced a 4-year BSc International Business Communications with a year spent in a partner university overseas, as well as launching further specialist Masters programmes with a specific international focus. We intend to pursue our strategic objectives in this area by developing distinctive new programmes with other Schools and Colleges. We have outlined an expansion programme for 2013 to 2016 which would deliver over 12 million in additional revenues. Action plans include the objective of enhancing the quality and attractiveness of our undergraduate programmes by boosting support for the Year in Industry variant which is proving to be popular and is growing. In addition, we intend to establish further overseas joint degrees/dual degree arrangements, expanding our collaboration with SIM in Singapore and growing partnerships in Hong Kong and Guangzhou. We also propose to explore the prospect of a partnership with Kaplan, enabling students to extend the basic accreditation achieved with the various accounting bodies through our core Accounting BSc and MSc degrees by undertaking study with Kaplan for other courses not accredited. This proposal would complement our existing KPMG programme whilst enhancing our reputation for innovation in this changing field. With regard to MSc programmes, the MSc in International Business (Singapore) will be launched in and will be followed by a core MSc in Finance with elective option routes specialising in specific areas of finance, which will include current MSc Investment modules to benefit from efficiencies of scale. We also intend to launch an MSc in Management programme with an initial target of 30 students, growing to 50 students by the third year. This would provide a platform for a flexible MSc programme with specialist pathways incorporating other existing courses following a common set of modules. The MBA market is changing significantly as a result of a rapid rise in providers, internationalisation of provision, programme specialisation and competition from specialist MSc offerings. Full-time markets, in particular, have been experiencing a decline in popularity. We have done well to maintain student numbers but our exit from the FT Global Top 100 MBA programmes this year is significant and it will be increasingly difficult to maintain our credibility in the market. Our action plan is therefore to enhance the quality of the FT MBA cohort through extra marketing and recruitment effort and additional resources, including investment in scholarships. In addition, we must enhance and develop our current MBA offering towards a fully flexible model involving more international delivery, more part-time options and more e-learning content. We also have plans to invest in e-learning and blended learning capabilities linked to specific programme objectives, and to work with the Careers and Employability Centre and Careers in Business to ensure that the highest level of support and advice is offered to our students as we work with them to shape them into the next generation of global business leaders. As already mentioned, we have planning proposals to build a new Postgraduate Teaching Centre to enhance the teaching facilities provided to our postgraduate cohorts. 32

40 Finally, to support the planned new teaching programmes, we are investing in specialist faculty to teach and engage with student cohorts, as well as supporting more innovative and flexible forms of delivery and subject pathways. As part of the above-mentioned investment, we are recruiting over 40 new faculty over a three-year period. A number of these will be non-research-active faculty with a dedicated focus on teaching delivery and administration. This includes both Teaching Fellows and a number of senior, experienced faculty, up to and including Professorial-level hires. A recent recruit, Professor Derek Condon, has the role of Director of Postgraduate Teaching Programmes and provides a good illustration of this. He has an MBA and a PhD, alongside extensive, senior-level corporate experience in London, New York and Mumbai. He has managed a variety of MBA programmes and held the role of Assistant Dean for Executive Masters Programmes at Warwick Business School prior to coming to Birmingham. 2) World-class Research Aligned with User Needs In line with our stated mission, we aim to increase our engagement with local, national and global issues and deliver more research partnerships with businesses and policymakers in order to augment our academic impact. We will strive to take a more strategic approach to both knowledge transfers and partnerships to maintain and build on our research reputation and engage further with businesses. As outlined in section 3.2.3, we are progressing with our action plan to develop a distinct set of research clusters. The research clusters initiative was launched shortly after the arrival of the new Dean and the process of selecting and funding these is under way. These span internal School departments and involve partnerships within and beyond the University. They are a key vehicle for aligning research efforts with external user needs. We believe that our strategic action plan is appropriate to the evolving context of research funding and UK Government policy more generally. Policy changes at the ESRC and other UK Research Councils mean that future funds will increasingly be channelled to few, large-scale and international projects with clear potential for user-engagement and impact. HEFC Catalyst funding and other initiatives are similarly channelling finance towards collaborations between University faculties, combining STEM, social science and business perspectives to tackle major policy challenges. Global high-value manufacturing chains, low-carbon technology adoption and high-technology entrepreneurship are examples of where we have developed some momentum and have the potential to achieve much higher levels of engagement, impact and research income. At the regional level, the Heseltine Review (see No Stone Unturned), has focussed on Birmingham, its Local Enterprise Partnership (LEP), Chamber of Commerce and Universities, as a pilot region for some new funding mechanisms for regional growth initiatives. This presents us with a range of opportunities and in some respects we are ahead of the game, with research carried out by School faculty on regional economic development feeding directly through to current policy via active engagement with the Greater Birmingham and Solihull LEP in the design of their strategy. The School also hosted a visit by Lord David Young to explore the potential for strengthening the role of business schools and universities in small business development, and faculty are playing a central role in shaping national policy in this area. Once fully developed, the research clusters will need to be financially self-sustaining, through a combination of research funding, endowments, investments by partners and/or teaching activities. Over 1 million has been secured as part of the investment strategy to pump-prime the selected research clusters and develop other research initiatives. This approach complements our objective to attract and develop world-class research expertise, to develop our engagement and impact with businesses and policymakers 33

41 locally, nationally and internationally, and actively to market high-quality research outputs to enhance our external reputation. 3) Productive Engagement and Impact This strand of our continuous improvement objectives builds on our history of engagement with key local, national and international communities, bringing our resources and expertise to bear on the needs of businesses, third sector organisations and policymakers through strategic partnerships and knowledge development and transfer. Our action plan combines local engagement with a much broader reach, enabling us to play an even more active role in regional, national and international debates. Amongst our key strengths are our excellent links with senior executives and policymakers, locally and nationally. The Advisory Board, led by Lord Digby Jones, provides a range of opportunities to connect with various stakeholders. We plan to leverage support from the Advisory Board and others to develop fullrange relationships (including teaching, research and consultancy) with targeted corporate partners. In addition, we will continue to provide events which both support our education and research priorities and engage the local community and businesses. We will also explore the feasibility of further developing CPD and Executive Education provision within the School, initially with selected partners rather than through open programmes. We intend to invest in additional professional services support in order to be able to resource the initiatives outlined above. In particular, we are developing an expanded External Relations team, combining marketing, business engagement, student careers, alumni relations and placements officers. 4) An International Presence and Profile One of our effective practices is our international programme delivery in Singapore and Hong Kong through a flying faculty model which ensures high-quality teaching with our overseas partners. As outlined in the action plan for our strategy theme of a student-centred approach, we intend to build on our international delivery and explore new partnership possibilities for the Hong Kong MBA programme and a similar programme in Guangzhou. We will also be launching a new MSc in International Business and two MSc programmes in Economics in partnership with SIM in Singapore in and have initial plans in place to launch an MSc in Accounting in In addition, we aim to deliver internationally-focussed curricula on all academic programmes and to provide students with a range of international study opportunities. We will also continue our efforts at both undergraduate and postgraduate level to build on our market share of international students by identifying potential sources of significant student numbers in order to develop a comprehensive international recruitment strategy. Other action plans under the international presence and profile umbrella include building on our existing international research collaborations, increasing the number of high-quality international PhD students and building knowledge transfer activity through full-range international partnerships, which is in keeping with fulfilment of our vision to make a significant contribution to debates of international significance. 5) Financially Sustainable Business School In line with our vision to become a top 10 UK business school and in the top 75 internationally, we will continue to build on our sound financial base but will adopt a more strategic and sustainable approach towards growth and investment to ensure that our staff, facilities, infrastructure and services are of a quality befitting a top business school. 34

42 The new Dean has undertaken a comprehensive review of the School s organisational arrangements, resulting in the development of a new structure, with new faculty roles (Deputy Dean and Director of Faculty already on board). Appendix 1. 3 provides further details. A key change to the School s organisational structure will be the introduction of a School Hub, which will be the focal point linking external market research, marketing and teaching delivery as well as external engagement, alumni relations and new business development. The Hub will also be responsible for financial planning, budgets and HR liaison with the University. It is anticipated that the School Hub will drive improvements in co-ordination and standardisation, in terms of processes, procedures, quality indicators and incentives across the departments, and will improve operational efficiencies in internal operations, thus enhancing the quality of service offered to students and internally to staff. In addition to the School Hub, a wider set of changes is under way across all professional services staff within the School. These organisational changes, alongside the ambitious plans for faculty and staff recruitment referred to above, are necessary to achieve the aims and objectives described in the Vision and Strategy document (Appendix 1. 6). The key principle is to raise our game across both the teaching and research portfolios to become a leading business school. This will enable us simultaneously to grow larger and become better, to deliver revenue targets to the College and the University, and to fulfil our School mission. 3.5 STANDARD FIVE: FINANCIAL STRATEGIES The school has financial strategies to provide resources appropriate to, and sufficient for, achieving its mission and action items Financial Position The main components of the School s income are generated from postgraduate (taught) and undergraduate teaching activity and both have seen significant growth in recent years. Our financial position is sound and is currently showing a healthy trading surplus. Further details on our current financial position can be found in Appendix 3. 2 (the contents of which are confidential). This surplus has been driven partly by the development of new programmes and new international partnerships to recruit additional students. Figure 1 below shows the change to our surplus position from to compared with other schools in the College of Social Sciences. Figure 1: Birmingham Business School - Surplus Position from to

43 Our income has grown from 24.6 million in to 35.9 million in , owing largely to growth in market-priced courses from 11.1 million in to 18.2 million in Over the same period, direct costs have increased from 14 million to 15.4 million, while our overall contribution to the University s costs have increased from 10.6 million to 20.6 million. Figure 2 details our income and expenditure growth between and Figure 2: Income and Expenditure Growth from to Despite changes to funding in the UK (described in section 1.1.6), the University s financial position is very strong, particularly when compared with other universities in the UK (see University s Annual Report ). The University is currently implementing an investment strategy involving commitment to significant funding to improve services, infrastructure, the University estate and staff. It is perhaps of relevance to note that the Vice-Chancellor of the University of Birmingham, Professor David Eastwood, was formerly Chief Executive of the Higher Education Funding Council for England and a member of the committee chaired by Lord Browne that proposed the new national funding regime. He therefore has a uniquely well-informed view of future funding outturns. From 2012, government subventions through HEFCE were withdrawn from all undergraduate programmes, except for a limited range of technical subjects. There was no direct funding for Business Studies. Funding now comes exclusively from tuition fees paid by students (as has been the case with our taught Masters programmes for many years). An upper limit of 6,000 per student per year has been set by government, with the possibility of raising this to 9,000 if an institution meets certain requirements in terms of access provision and access funding. For entry in , the University of Birmingham has set its fees at 9,000, as have our peer group and, indeed, most other UK universities. By tightening our belts, in the first year of undergraduate tuition fees we managed to generate an abovetarget surplus with lower than predicted student numbers. The lower student numbers appear to have been a direct consequence of the introduction of tuition fees. This year the numbers of undergraduate student 36

44 numbers have bounced back to predicted levels. This is, of course, the first year of the new system and only time will tell how the market will settle. Our strategic review outlines plans to continue to improve our financial position whilst investing in key areas to allow us to grow and to meet the objectives outlined in our vision and mission. As outlined in the Financial Strategies Table (see 3.5.4), we are putting in place plans to invest in new teaching programmes, faculty, professional services staff, research clusters and marketing (as outlined in section 3.4.7). In addition, the University has signed off an investment of 10 million in the planned Postgraduate Teaching Centre to be completed in the spring of Financial Management System As a business school in a major UK university, we work within the financial model set by the University. The School is a budget centre within the College of Social Sciences and is currently based around four departments. Within an overall University of Birmingham budget model that currently funds activity based on delivery of targets as part of the annual planning round (known as the Compact ), an income and expenditure account is produced for the School. The Compact is an annual University-wide planning process in which Colleges put forward their key strategic proposals and resource requirements which are then discussed with Senior Management and, subject to any necessary amendments, receive formal sign-off by relevant University committees, being finally ratified by the University Council. The Compact encompasses the following areas: Strategy: ensuring that both the strategic and operational elements of the University s Strategic Framework are delivered. Target setting and monitoring: including student intake targets and other key performance indicators. Budgets: determining and allocating appropriate resources to ensure successful delivery of the strategy and the targets set therein whilst ensuring overall institutional financial viability. Once the budget is approved, we have a high degree of autonomy in determining the use of our resources although, whilst staffing requests are made by the Dean, final approval in the case of professorial posts is by College Board and then the University Executive Board. Our School Finance Manager works closely with the School s Accountant who is a member of the University s central Finance Office. (The Finance Manager is located as part of a College-wide finance team in the College Hub and is out-based in the School two mornings per week.) We operate a business objects reporting system which enables the Finance Manager to provide regular and ad hoc reports to Heads of Department, Programme Directors and other budget holders. Overall finance reports for the School are provided to the Dean and Operations Manager who meet regularly with the School s Accountant. Programme and departmental budgets are set as part of the annual planning cycle, with quarterly reviews and adjustments to reflect changes in activity. Meetings take place with budget holders to review programme activity and to ensure that expenditure budgets are at appropriate levels to deliver this. We are now using a new KPI-driven performance system which the University has developed over the last two years. This significantly enhances our range of benchmarking information as this information is acquired and collated centrally and then made available to us both via online tools and via a University Planning Partner relationship in which the Senior Management Team can specify and obtain particular sets of data it wishes to see. Compared with only a few years ago, we now have full access to much improved management information and benchmarking data. 37

45 The University s quinquennial Vice-Chancellor s Review process is a strategic and integrated peer review, providing a picture of the performance of the whole School and its contribution to enhancing the University s performance in line with the Strategic Framework. It encompasses an overview of teaching quality; research quality; market demand; external and internal future challenges; structure and processes; people and resources; and strategic integration. It also identifies income generation opportunities and efficiencies. Critically, given the wide scope of the VC Review process, each individual review focuses on key priority areas identified through discussions between the Head of College, Head of School and Panel Chair. The VC Review relies substantially on a Self-Evaluation Document (SED) prepared by the School. It forms the cornerstone of the University s periodic Quality Assurance (QA) review process, building on the Annual Review and supplemented by other risk-based reviews. Each Review draws on a range of data from existing QA processes in an integrated and strategic manner and seeks to minimise documentation. Schools are required to rely where possible on existing material. Conscious of the quinquennial cycle of the Vice-Chancellor s Review, the College of Social Sciences may, from time to time, suggest that a Department undertakes an internal stock take, reflecting on the size and shape of its portfolio and resources in the context of internal and external opportunities and challenges. Although terms of reference define the scope of the stock take process, Departments undertake their own analysis and produce their own strategy including staffing, organisational and structural implications for discussion and agreement with College Board Strategic Action items As outlined in section 3.4.7, through its recent strategic review we have identified a number of action items which are seen as central to the pursuit of our mission and objectives. These items are listed below in the table in section with an indication of the financial structure and sources that will support the activities. All these activities are referenced in the School s Vision and Strategy document (Appendix 1. 6). 38

46 Start Date First year Cost/ Revenue ( '000s) Continuing Cost/ Revenue ( '000s) Source/ Use of Funds November 2013 University of Birmingham Self-Evaluation Report Financial Strategies Table Activity Overall Strategic Objectives Development of PGTC Easter ,000 (1,400-2,330 pa ongoing) University Capital programme - funded by specific School growth activity 21 Academic posts to rebalance SSR and maintain as growth occurs Oct ,400 Investment Case Research Launch Research Clusters 1 and 2 Oct Investment Case Launch Research Clusters 3 to 6 01/10/2014 (latest) Investment Case Research support activities Oct Investment Case Research income growth Oct-13 (110) ( ) External research council and corporate sponsorship of research Teaching New overseas programme development - SIM and Guangzhou New UK courses Oct 14 onwards UG Student enhancement investment MSc Student enhancement investment MBA Student enhancement investment Administration Spring 2014 (180) (265) (1200) (2,700) Oct Investment Case & University funded Oct Investment Case & University funded Oct Investment Case & University funded PSR completion and launch Oct Funded by the University from School surplus Other Marketing and rebranding exercise Oct Investment Case 39

47 3.5.5 Premises and Equipment In 2004 the School moved into the refurbished and extended University House on the University s main Edgbaston campus. University House was originally built in 1909 as a student hall of residence, making Birmingham the first University in the UK to provide a hall of residence for female students. With various extensions, it continued as a hall of residence until recently when the cost of bringing it up to modern standards for residential purposes was found to be prohibitive and a plan was agreed for it to be developed as the new home for the Business School. In essence this involved demolishing various inappropriate post additions, refurbishing the 1909 building for staff and social accommodation, and building a large new wing to provide teaching and learning facilities. With the accession of the Department of Economics, the School is now located in two buildings on the campus: University House is a Grade 2 listed building. It provides accommodation for the Dean, School Office, Departments of Accounting & Finance, Marketing, Management, Administrative services and Programme Offices supporting these departments, together with the following facilities: Café and Common Room area for the use of all students, staff and visitors 1 x dedicated MBA Common Room 1 x 200 capacity tiered lecture theatre microphone, visualiser, DVD 1 x 100 capacity flat layout lecture/seminar room microphone, visualiser, DVD 1 x 90 capacity flat layout lecture/seminar room microphone 2 x 80 capacity flat layout lecture/seminar rooms one with microphone, visualiser, DVD 2 x 70 capacity flat layout lecture/seminar rooms 1 x 60 capacity flat layout lecture/seminar room 3 x 50 capacity flat layout lecture/seminar rooms 2 x 40 capacity flat layout lecture/seminar rooms 1 x 30 capacity flat layout lecture/seminar room 1 x 60 capacity computer cluster (45 PCs) 1 x 40 capacity computer lab/cluster shared space able to be set up as an Experimental Economics lab 1 x 45 capacity computer cluster 2 x fast access PC areas (containing 7 terminals in total) for the use of students and visitors Gardens of 2.75 acres set in a conservation area 1 x Entrepreneurship and Innovation Incubation Space (postgraduate students only) 1 x Careers skills and interview room Room 105 is dedicated Undergraduate teaching space Room 108 is dedicated MBA teaching space. J G Smith Building houses the Department of Economics. This building is shared with the College of Arts and Law (Centre for English Languages) and College of Social Sciences Reprographics Unit, and contains the following facilities: 1 x 35 capacity seminar room 2 x 25 capacity seminar rooms 1 x BSc Marketing Editorial Suite. 40

48 The computer clusters in University House are open to all students from to Mondays to Fridays (18.00 during vacations) and from to at weekends during term-time. Our Doctoral Research students are located in the College of Social Science s Muirhead Tower building, in three rooms with capacities of 22, 52 and 6. The percentage of teaching of School students in School buildings (University House and J G Smith) is approximately: 85% of MSc (Departments of Marketing, Management, Accounting & Finance). 100% of MBA. 2% of Undergraduate (Departments of Marketing, Management, Accounting & Finance. 0% of Undergraduate and MSc Lectures (Department of Economics) - owing to class sizes. 50% of Department of Economics Undergraduate Classes. 50% of Department of Economics Postgraduate Classes. Students may also book teaching rooms to undertake practice presentations and group work. During December 2012 the University House Common Room was refurbished and reconfigured as a learning and refreshment space, incorporating meeting spaces, computer group working areas and café benching with power supplies for laptop users. Investment has also been made in a custom-built Postgraduate Teaching Centre for the School, costing approximately 10 million and due for completion in May This new building will provide the following facilities: 200 capacity raked lecture theatre 100 capacity Harvard style lecture theatre 100 capacity flat lecture room 50 capacity teaching room 30 capacity teaching room 10 x breakout rooms 30 capacity and 50 capacity computer clusters Offices for MBA and MSc Programme Teams. Office and meeting rooms for Careers in Business Dedicated MBA Lounge area Cafe/social learning area. Architectural plans for the new Postgraduate Teaching Centre may be found in the online baseroom. Significant investment is being made across campus. The Muirhead Tower reopened in September 2009 following a 45 million refurbishment programme and the University has recently opened a new multimillion pound, 450-seat music auditorium, completing the University s Aston Webb semicircle. The University currently spends 1 million per week on campus enhancements. In addition, a 125 million campus development scheme will begin soon, providing extensive new sports facilities (including an Olympic-size swimming pool), remodelling of the University s main entrance (the East Gate) to provide a fitting introduction to the University, and demolition of the current University Library and its replacement by a state-of-the art new building. This last will enable the heart of the campus to be opened up and greened, restoring a long-lost vista from the North Gate to the Aston Webb Building, which was a key part of the original 1909 campus concept and was lost in the 1960s as a result of the erection of the inappropriately 41

49 located Library. New planting will also be undertaken to augment the 6,500 existing trees that are a feature of the campus. Our students nominate student representatives who meet with staff at least once a term at the Staff Student Committee to discuss all aspects of their programme, including facilities. We have also conducted focus groups to consider the provision of food and drink in University House. Although regular questionnaires are circulated, the focus groups provide another opportunity for students to be involved in the development of this student facility. As part of an established and well-found university, we benefit from the extensive and high-quality provision of the parent institution s support facilities, including: Centre for Modern Languages (eleven languages offered) English for International Students Unit (continuing English language support for non-anglophone students, and pre-sessional and Business Management English courses) University Medical and Dental practices Student Support and Counselling Service (help for students experiencing financial, educational, or emotional/psychological problems) Housing Services (provision and allocation of on-campus accommodation and facilitating off-campus accommodation provision) Information Services (open-access 24-hour computer clusters around campus and courses in IT, Research and Study Skills) Day Nurseries (childcare for children aged 6 months to 5 years) Chaplaincy (access to chaplains and worship for a variety of faiths) International Student Advisory Service (continuing help and support in matters of concern to international students immigration, employment, council tax etc.) Outdoor pursuits centre at Coniston in the Lake District (a variety of personal development and recreational activities) New Technology Infrastructures In moving into our new building we were able to introduce high-quality IT infrastructure for both front office/student IT facilities and for back office support and administration services. This involved an investment of in excess of 1 million. All staff have either a new powerful desktop machine or a (wireless enabled) laptop computer the latter to facilitate dynamic working opportunities which staff often find helpful to their productivity. Each staff member has access either to personal printing services or via networked printers/photocopiers distributed around the building. Each office space/desk is equipped with a flat screen, wireless keyboard or mouse capability and docking station (for laptop users). The entire building is wireless enabled to maximise the flexible use of office and social spaces. We have 150 student available PCs in three labs. Fifty of these machines are available to students on an extended hours basis (08.30 to each day during term-time) for drop-in use, with full printing capabilities. This lab is arranged using dog-bone desking to facilitate team working around the computers and to ensure that workstations have plenty of work room for users. This lab is also equipped with workstations designed for laptop use by students who prefer to use their own computers. The School is entirely flat screen-based throughout, with many desks utilising screens on mobile arms to further facilitate flexible use of the facilities. In addition, students have access to clusters in the University Learning Centre (normally open to and at times for 24 hours). 42

50 All PhD workstations are similarly equipped with high specification computers and flat screens on moveable arms. Local printing services are also available in each PhD suite. One 50-seat and one 100-seat lecture theatre have been designed to provide data and power points for every desk, and the main lecture theatre (200 seats) also has data and power points sufficient for one in four desks (to supplement the wireless network capability available throughout the building). All teaching rooms are equipped with a new computer, video/dvd player and sound (with voice amplification systems in many rooms). Plasma screens have been installed in key locations in the building, both to feed business news into social spaces and to act as dynamic message and image boards. A number of quick access computers have recently been provided in public areas of University House to allow students, staff and visitors to browse the Internet, access their , check trains/flight times etc. All student courses are supplemented by materials available via Canvas (see Appendix 1. 7), our online learning environment, which includes both programme- and course-specific information and more general information for students detailing how to get the most from all the electronic facilities provided by the University s central Information Services. Canvas is the selected replacement for WebCT, the University s long-standing Virtual Learning Environment (VLE), and is the newest and most innovative solution of its kind available to institutions. Canvas was selected primarily due to its feature set and ease of use, following an exhaustive procurement process that involved input from staff and students across the University. A web-based, single point of access portal to all University services was launched for students at the start of the academic year. This centralised service has enabled the School to improve electronic access to the wide range of services which the University provides to its members, whether they are local to Birmingham or from anywhere in the world, including Exchange accounts for all students. In addition to the facilities in University House, students have access to all the high-quality IT facilities across campus. This includes the dedicated Learning Centre and substantial facilities within the Main Library. The University is planning to build a completely new Library over the next three years, and this will match the learning infrastructure available at any comparable University. 43

51 4 CHAPTER FOUR: EVALUATION AGAINST PARTICIPANTS' STANDARDS FOR BUSINESS ACCREDITATION 4.1 STANDARD SIX: STUDENT ADMISSION The policies for admission to business degree programs offered by the school are clear and consistent with the school's mission. Detailed entry requirements are set out for each of the School s programmes. These are published both in printed prospectuses and brochures and on the University website, and are designed to ensure that students are of a high standard and are properly qualified for their studies BSc Entry Requirements We offer a range of high-quality courses encompassing a year in industry, a year abroad, language options, joint honours and major/minor programmes. General entry requirements are made clear via the University and School web pages and in programme-specific brochures and the undergraduate prospectus. Our general entry requirements are: Accounting & Finance: Grades AAB at A level plus a minimum GCSE Maths grade B (if not offered at A level) and GCSE English grade C (if not offered at A level); Business programmes: Grades AAB at A level plus a minimum GCSE Maths grade B (if not offered at A level) and GCSE English grade B (if not offered at A level); Money, Banking & Finance: Grades AAA at a level plus a minimum GCSE Maths grade A (if not offered at A level and GCSE English grade C (if not offered at A level). Typical offers and entry requirements for all common post-16 qualifications are given consideration and other qualifications that may be accepted include: International Baccalaureate, European Baccalaureate, Access to HE Diploma, BTECs in Business (for some programmes), Foundation Courses as well as International Qualifications. All undergraduates apply via the national University and Colleges Admissions Service (UCAS). The School has pre-existing agreements in place with the University s central admissions office to best deal with the volume of applications whilst maintaining consistency with decision-making. For example, the central admissions office make a decision on clear cut applications and refer only those applications that are more complex or borderline to admissions tutors within the School for a decision. The School employs an Undergraduate Recruitment & Admissions Officer to oversee some of the administrative processes and who deals with dayto-day enquiries from prospective students about entry requirements, programme details etc. Entry criteria is reviewed on an annual basis at both School and University level to ensure quality of candidates is maintained. The School s international focus is supported by specific recruitment plans, reviewed by the School s marketing team in conjunction with the University s international relations office. Key existing and emerging overseas markets are targeted to increase and maintain the diversity of the programme cohorts. The School is working with the central recruitment teams to increase academic engagement with our UK feeder schools. Students are also communicated to via the University s Hobsons' CRM system, giving us the ability to send targeted and tailored s. The School's Undergraduate Recruitment & Admissions Officer ensures that entry requirements are being adhered to by the admissions tutors. The central admissions office also has rigorous checks in place so that recommendations made centrally or by the School are reviewed before offers/rejects are made. In general 44

52 Number of students registered November 2013 University of Birmingham Self-Evaluation Report all candidates must have the minimum required A level predicted grades (or equivalent) plus meet the minimum Maths and English requirements and have suitable references and a personal statement in order to be given consideration. As a general rule all of the School's undergraduate programmes are 'open access' and available to all suitably qualified applicants. The one notable exception, however, is the recently launched BSc Accountancy in cooperation with KPMG, where students are selected by KPMG subject to satisfying academic requirements set by the School. The number of registrations for each of the School's business and management courses is provided below whilst more detailed admissions data is provided in Appendix This data reveals that numbers of applications fell in 2012, possibly as a result of the introduction of tuition fees but also probably as a consequence of the School raising its entry requirements. However, the students who applied were of a high quality and whilst the numbers were slightly lower than expected, student numbers have recovered to expected levels in Programme Number of Registrations BSc Accounting & Finance Business Management (with variants) BSc International Business (with variants) BSc Money Banking & Finance (with variants) The following chart shows that significant growth has been experienced in recruitment to the Business Management (with variants) courses and the BSc in Accounting & Finance. Demand for the BSc International Business and BSc Money, Banking and Finance has remained more static Undergraduate Programme - Enrolment Trend BSc Accounting & Finance Business Management (with variants) Year BSc International Business (with variants) BSc Money Banking & Finance (with variants) MSc Entry Requirements The School offers high quality business and related programmes to well qualified and motivated candidates. Entry requirements are made clear via the University and School web pages and within printed brochures, 45

53 and are set at a suitably high level (Bachelor s 2:1 or equivalent, IELTS 7.0 or 6.5 or equivalent) to attract the strongest candidates. The School s portfolio of programmes offers both conversion and more specialised programmes so for the more specialised programmes there are additional entry requirements (for example, relevant study for MSc International Accounting & Finance). The School has pre-existing agreements in place with the University s central admissions office to best deal with the volume of applications and to maintain consistency across decision-making. For example, there is some central decision-making across the conversion programmes where candidates clearly meet the entry requirements, whereas for more specialist programmes such as MSc International Accounting & Finance, the admissions tutor in the School will review each application. Admissions tutors in the School also review the applications from all borderline candidates (i.e. candidates who are not of 2:1 or equivalent standard). The School also employs an MSc Admissions and Recruitment Officer to oversee some of the administrative processes and who deals with enquiries from prospective candidates about entry requirements and programme details. Entry requirements are reviewed on an annual basis at both school and university level to ensure that the quality of candidates is maintained. The School s international focus is supported by specific recruitment plans, reviewed by the School s marketing team in conjunction with the University s international relations office. Key existing and emerging overseas markets are targeted to increase and maintain the diversity of the programme cohorts. As part of this recruitment plan, the MSc Admissions and Recruitment Officer is expected to visit overseas markets to meet with interested candidates at education fairs to make direct offers where appropriate and to visit the University s official representatives in country. The School is also increasing attendance at recruitment events in key overseas markets by faculty, including the Director of Education and Director of Postgraduate Taught Programmes. The School also organises two annual open days to cater for home students. The MSc Admissions & Recruitment Officer oversees the admissions administration procedures on behalf of the School and ensures that entry requirements are being adhered to by admissions tutors. In general all candidates must have a Bachelor s degree in order to be considered. However, MSc International Accounting & Finance candidates without a Bachelor s degree, but with full membership of ACCA by examination, will be considered by an admissions tutor. Admissions tutors in the School also review the applications from all borderline candidates and will take into account factors such as relevant work experience, professional qualifications, motivation (via the personal statement), and strong performance in relevant modules. The number of registrations for each of the School's Specialist Master's courses in business and management is provided below whilst more detailed admissions data is provided in Appendix Specialist Master's Human Resource Management International Accounting & Finance International Business International Marketing Investments Marketing Marketing Communications Strategic Marketing & Consulting

54 Number of students enrolled November 2013 University of Birmingham Self-Evaluation Report The following chart illustrates the recent recruitment growth in our MSc International Business, MSc Investments, MSc International Marketing and MSc Strategic Marketing & Consulting. Our MSc International Accounting & Finance, MSc Human Resource Management and MSc Marketing Communications programmes are currently experiencing a decline in student numbers MSc Specialist Masters - Enrolment Trends International Business Human Resource Management International Accounting & Finance Investments Marketing Year International Marketing Strategic Marketing & Consulting Marketing Communications MBA Entry Requirements The MBA programme is generalist with a strong emphasis on business in the international arena. The Executive programmes follow the same overall philosophy but offer flexible delivery for the benefit and convenience of working managers. Two further pathways are offered, with industry orientation (Global Banking & Finance, and Strategy & Procurement Management). The generalist core is retained in these variations, with the orientation being achieved, effectively, through grouped electives. The standard MBA entry requirements are a good Honours degree (or equivalent professional qualification) and five years work experience. Across the board, we look for evidence of the candidate having managed teams or demonstrated leadership skills. Should a candidate s work experience be exceptional, we would consider three years work experience as suitable. For our specialist pathways, three years relevant experience linked to the focus of that pathway is required, i.e. Strategy and Procurement Management requires three years relevant experience in purchasing and supply, Global Banking and Finance requires three years relevant work experience in banking/finance. The longer duration MBA programmes also have a work experience requirement of three years. GMAT is not a requirement. When a complete application has been submitted the MBA Recruitment and Admissions Officer and Postgraduate Employer Liaison Consultant review it and reach a decision based on the stated entry criteria. Borderline candidates are interviewed (either by Skype or telephone) so that the team can clarify uncertainties in the application, such as establishing managerial experience or determining career aspirations. Likewise, candidates for the part-time programmes are interviewed and counselled as and when necessary. We frequently receive applications via our agent representatives overseas. They are responsible for gathering and forwarding complete applications, including interview details, after which these applications enter the normal admissions process. The Programme Director also interviews marginal candidates where necessary. Correspondence may be entered into with candidates at any stage of the admission process to clarify any aspect of their application or to seek further information. A decision is then 47

55 recommended to the University Admissions office. By employing this distinctive approach to selection, it is ensured that the cohort will largely have some management experience in their background to enhance the experiential learning aspect of the programme, which is a fundamental part of the Birmingham MBA. A positive and flexible view is taken when considering the cases of those applicants lacking the standard formal qualifications required. The determining factor is whether we judge they have the background and potential to complete the programme satisfactorily (and to make a positive contribution to it). Cases are looked at in detail on an individual basis and recommendations made as appropriate to the University Admissions office. Wherever possible candidates will be interviewed and those without a formal higher education qualification (but compensated for by extensive work-experience) will usually be asked to submit a piece of written work to aid assessment. The considerations above apply equally to full- and part-time programmes but in practice the greatest demand from non-standard candidates is for the part-time programmes. In respect of both types of programme, care is taken to ensure that an appropriate balance is maintained and that the number of nonstandard candidates is not excessive. The needs of those not quite meeting the entry requirements for direct admission to the MBA are addressed by the availability of a Preliminary Year. This is also available as a freestanding Graduate Diploma in Business Administration. Applicants are routed this way when, for example, their English does not quite meet the required MBA standard, they have less work experience or an insufficiently quantitative background. For those with good quantitative skills the Preliminary Year can be entered half way through, giving routes to MBA of 12, 21 and 24 months duration. The 21 and 24 month routes offer a distinctive means of entry as the first year modules are at H level rather than M level. The number of registrations for each of the School's MBA programmes is provided below whilst more detailed admissions data is provided in Appendix MBA Programme Master of Business Administration (12 months) Master of Business Administration (24 months) Master of Business Administration (21 months) Jan 2014 MBA Executive (UK)* MBA Executive (Singapore)* MBA Executive (Hong Kong)* N/A N/A MBA Global Banking and Finance (full-time) MBA Global Banking and Finance (24 months) MBA Global Banking and Finance (21 months) Jan 2014 MBA Strategy & Procurement Mgt (full-time) MBA Strategy & Procurement Mgt (part-time)* MBA Public Service* N/A Graduate Diploma in Business Administration *modular 48

56 Numbers of students registered November 2013 University of Birmingham Self-Evaluation Report The following chart shows that we have experienced a decline in student numbers on our MBA programmes which is similar to that experienced by the majority of our comparator peers. Our strategic review has considered various options to reverse the trend and to increase student numbers MBA Programmes - Enrolment Trend Master of Business Administration Year MBA Executive MBA Global Banking and Finance MBA Strategy and Procurement Management MBA Public Service* Doctoral Programme Doctoral Programme admissions are handled via the University Postgraduate Admissions Office. Entry requirements are a Master s degree in a relevant subject from a UK university, or an equivalent qualification from a recognised university overseas. A research proposal describing the nature of the proposed study must be submitted. We attach great importance to the quality of the research proposal and give detailed guidance on its preparation. For those whose first language is not English, an appropriate English language test score is also required Conversion of Offers We are conscious that marketing and recruitment activity does not end once an individual has made an application; there is still significant work to be done to convert applicants who may have applied to a number of other institutions (both in the UK and elsewhere). For both the MSc and MBA programmes the process includes an applicant-specific Facebook page, enabling applicants to talk not only with the MSc or MBA Recruitment and Admissions officer, but also with other prospective students, current students and alumni. Students also receive communications via the University s Hobsons' CRM System, allowing us to send targeted/segmented and tailored s. We also conduct a call conversion campaign via Skype, which we start in March, using current students to call offer holders in their home country. Our MBA Recruitment and Admissions Officer proactively keeps in touch with applicants on a regular basis, by telephone, personal and newsletter updates, helping them through their decision-making process. When staff travel overseas as part of our international recruitment strategy, MBA applicants are informed of the visit in advance, giving them the opportunity to meet one of our representatives face-to-face Widening Participation In order to increase recruitment from under-represented groups, the School, in conjunction with the University, offers the Access to Birmingham (A2B) Scheme which is designed to attract students from families and communities in the West Midlands who have little or no experience of higher education. A 49

57 successful candidate will receive two offers from the School: a standard one and an alternative A2B offer which is typically a reduction of up to two A level grades (e.g. BBB rather than AAB). Further information on the Access to Birmingham (A2B) Scheme can be found on the University of Birmingham website: Access to Birmingham (A2B) Scheme. The following table shows the number of A2B applications to the School for the two most recent academic cycles: Business School A2B applications A2B applications Business Economics Accounting and Finance The University also runs the Birmingham Foundation Academy, which enables international learners to enter the university environment. On successful completion, students will start on their chosen undergraduate programme pathway. In order to increase recruitment from under-represented groups onto the MSc Specialist Master s programmes, we offer a number of scholarships. Candidates from Africa, the Indian subcontinent, Russia, and the UK/EU who have been made an offer of study by a specified date may apply for an MSc scholarship. A total of ten scholarships are available: three of 5,000 for both Africa and the Indian subcontinent, one of 5,000 for Russia and three at 50% of the tuition fee for the UK/EU. Scholars are selected on the basis of strong academic performance. These scholarships are reviewed on an annual basis to ensure that they aid recruitment from under-represented groups and groups from which candidates often struggle to afford tuition fees. The School s recruitment plans also focus on specific markets (e.g. Indonesia, Nigeria, India, Thailand, Taiwan, Vietnam) to increase the diversity of programme cohorts. Scholarships attract good quality applicants to our MBA, as well as helping to achieve diversity on the programmes. Several scholarships were available to MBA students for 2013 entry: the African MBA Scholarship, Women s Scholarship, Enterprise and Innovation Scholarship, International Business Scholarship, and Global Banking and Finance Scholarship. These are partial scholarships (with the exception of the African MBA Scholarship which is full-fee) designed to help support our students financially during their MBA studies, whilst helping to diversify the cohort by attracting students from under-represented groups. These scholarships will be reviewed for 2014 entry. In addition to our scholarships, establishing cohort diversity is a key part of the MBA recruitment plan. This plan is updated annually once reviews have been undertaken to establish trends in student nationality on the programme. Already this year the MBA Director has visited Thailand, Japan and South Korea in a student recruitment capacity and our MBA Recruitment and Admissions Officer is visiting China (Beijing and Shanghai) in October/November to attend student recruitment events. This work is in addition to that undertaken by the International Recruitment team, which visits around 25 countries on a regular basis on behalf of the University. To support Women in Business and the recruitment of women onto our postgraduate programmes, we offer a number of Women s Scholarships in association with the Women s Enterprise and Leadership Centre. Up to six Women s Scholarships are available, worth on average 5,000 (but up to a maximum of 10,000 in exceptional cases) to be used towards the MBA tuition fee. These scholarships are allocated on the basis of intellectual ability, evidence of a personal and professional desire to advance women in business, and evidence of personal hardship or marginalisation as determined by the selection committee. Scholarship holders work closely with the Women s Enterprise and Leadership Centre to support the advancement of women leaders in business. 50

58 Appendix 4. 4 shows the trend in ethnic, gender and domicile mix of undergraduate students at the School from to STANDARD SEVEN: STUDENT RETENTION The school has academic standards and retention practices that produce high quality graduates. The academic standards and retention practices are consistent with the school s mission. The foundation of a successful retention policy is the recruitment of well-qualified and motivated students, as discussed in Standard Six (section 4.1). Academic and pastoral support must be provided to sustain students in their studies, and our policies in this area will be covered in Standard Eight (section 4.3). We aim to provide high-quality and relevant programmes to motivate and engage students, underpinned by a variety of quality assurance and audit processes which will be discussed fully in Standard Fifteen (section 5.1) Retention Practices Student progression and completion are closely monitored by programme teams and formally by the Board of Examiners and through annual course reports. Additional student monitoring processes have also recently been introduced across the University (see section 4.2.2), seeking to identify individuals failing to engage with their programme of study at an early stage so that appropriate steps can be taken. Although non-progression rates are low, the School and University are paying increased attention to the issue of transition into higher education. Since the last academic year, all new undergraduate students undertake individual transition reviews with a member of academic staff during their second term, the purpose of which is to identify at an early stage any specific problems students may be having in adjusting to higher education and to provide appropriate support where needs are identified. We provide a comprehensive range of induction events for both new and returning undergraduates at the start of each academic year. These are tailored to the needs of students on each programme, with the common purpose of ensuring that students are aware of our expectations of them, and the support available to them, for the coming year. At the end of each module students complete feedback questionnaires, the results of which are analysed. A summary of feedback from modules is provided to Programme Directors. Exit questionnaires are also issued to allow students to report their experience regarding the whole programme and comment on issues that may not have fallen within the scope of questionnaires on individual modules. The results of exit questionnaires are considered at various levels within the School. The Staff Student Committee of each programme is the forum in which students can raise matters of interest and concern. These committee meetings take place while modules and programmes are still in progress, enabling staff to take immediate remedial action. Staff-student liaison is a high priority for us and meetings take place more frequently than required by the University. Students who do not wish to speak directly to an academic connected with their course may also channel feedback or comment through the Taught Programmes Manager or Quality Assurance Officer. In practice, Programme Directors are normally able to resolve issues as they arise on a day-to-day basis and little business requires action rather than report at the formal meetings Monitoring of Attendance and Due Diligence In order to comply with the Points-Based System, the University has a defined series of specific contact points to verify the attendance and engagement of non-european Economic Area (non-eea) registered students. There are three sets of contact points (for UG, PGT and PGR levels of study), all of which are 51

59 published by Registry in advance of each academic session. The nature and definition of these contact points may vary between programmes of study and research, and are determined by individual Schools. Under the University s Code of Practice on Student Attendance and Reasonable Diligence, all students are expected to show reasonable diligence in relation to their studies. Students not showing reasonable diligence may be subject to disciplinary action and, in extreme cases, may be withdrawn from their programme and (in the case of overseas students) reported to the immigration authorities. Students will be deemed to be in breach of University regulations in the event of: Absence from more than 30% of teaching sessions for which a record of attendance is kept. Failure to submit formally assessed work on more than two occasions during an academic year. Failure to register for the required number of credits. Failure to report to the Programme Director an absence of more than five consecutive days during an academic session. The above requirements apply to all students across the University; however, regulations permit the School to set additional requirements for students registered on our programmes. For example, on the BSc in Accountancy and Finance, students are also required: to attend induction at the start of term, to sign the learning agreement for the programme (new students only) and to meet with their academic tutor at the end of the first and second terms. We keep records to ensure that the conditions of registration are being met. Any students not showing reasonable diligence are notified of this fact by their Programme Director and their academic tutor is also informed. Such students then have five working days to arrange an appointment with their tutor before their case is referred to the Board of Examiners for consideration Completion and Progression Rates Progression figures are available below for the Undergraduate, Specialist Master's and MBA Programmes. They show a healthy picture and may perhaps be considered a reflection of the quality of the entry and of the teaching provided. That progression and failures are at appropriate levels is also a matter to which attention is given by the School's External Examiners. The following table provides details on completion rates for students on the Undergraduate Programme: Cohort Did not continue to Year 2 Did not continue to Year 3 Total Students

60 The following table provides details on completion rates for students on our Specialist Master s programmes: Year Discontinued Active/Not Left Alternate Qualification Original Aim Completed Total Population The following table provides details on completion rates for students on MBA programmes: Year Discontinued Active/Not Left Alternate Qualification Original Aim Completed Total Population STANDARD EIGHT: STAFF SUFFICIENCY-STUDENT SUPPORT The school maintains a staff sufficient to provide stability and ongoing quality improvement for student support activities. Student support activities reflect the school s mission and programs and the students characteristics. Both the School and the University have put in place a comprehensive network of student support which is offered in a variety of ways: administrative, academic, pastoral and technical Administrative Support Information on support arrangements is given to students in Student Handbooks. Students receive these documents on joining their programme, supplementing information issued as part of the standard University enrolment and registration processes. Administrative support is provided through Programme Offices (Undergraduate, MSc, MBA, Research), responsible for the day-to-day administration of the students programmes. This is the first point of contact for most student queries and students are referred on to other support provision as appropriate. A total of 26 support staff are dedicated to the Programme Offices and these staff are responsible to the School s Taught Programme Manager Pastoral Support Each student has access to a designated Personal Tutor who, as well as monitoring academic progress, is the first point of contact for matters of a pastoral nature. Academic guidance and tutorial arrangements adhere to the University s Code of Practice on Personal Tutoring and Academic Feedback, and additional arrangements are made to meet the particular needs of part-time students. Students are allocated to personal tutors at the start of the academic year and should usually attend three individual meetings with their tutor during the year. Meetings with personal tutors provide opportunities for students to discuss their overall academic process and any matters that might be affecting their progress with a member of faculty who will usually remain their tutor for the duration of their programme. For 53

61 students in the first year of an undergraduate programme, one of the three meetings, during the second term, takes the form of a Transition Review. Students are expected to complete a questionnaire before this meeting, reflecting on their experiences of adapting to university study. The tutoring arrangements made for part-time MBA students demonstrate our policy of contingent variation in support arrangements. For example, the standard requirement of a termly meeting with tutors is inappropriate for those whose programmes are delivered on a block basis. Students have access to both the Programme Director and the Programme Administrator as well as the Welfare Tutor if they wish to raise any academic or personal matters when this is more appropriate or when other staff are unavailable. The personal tutor system is the main vehicle for the diagnosis of learning needs and advice on career development. The system is overseen by the School's Senior Tutor, in accordance with best practice disseminated by the University's Senior Tutor. A handbook is distributed to all faculty who act as personal tutors, containing guidance on the tutoring system and information on all relevant sources of academic and pastoral support to which students may be directed as appropriate. A copy of the University's Staff Guide to Personal Tutoring is available in the electronic base room. Students on each programme also have access to a Welfare Tutor, while more specialist support is provided by the University's Counselling and Wellbeing Services. Counselling services are provided both in person and online, the latter being helpful if visiting is inconvenient or if the student would prefer to communicate with a counsellor via online chat. The Wellbeing Services offer support for students struggling with issues such as procrastination, time-management and social anxiety. Self-help and online materials are utilised to encourage students to develop a range of practical skills and strategies Academic Support Academic support is provided on a day-to-day basis by individual members of teaching staff, and each programme has an overall Programme Director to whom students have recourse for issues of a more general nature. As well as access to their personal tutor (see 0), students may also meet with lecturers in clearly specified office hours. Staff/Student Committees provide a more formal forum. Formal mechanisms have also been adopted for dissertation and extended essay feedback so that more consistent and precise advice can be given to students, who are accordingly better able to benchmark themselves against their peergroup. Whilst informal contact is less easy with large numbers of students on our UG programmes, it does happen and students often engage with teaching staff after a lecture or class. More extensive informal relationships operate between staff and students on MBA and MSc programmes as a result of the students maturity and the relatively small number of faculty dedicated to these programmes. Hence, a great deal of informal support and guidance often occurs outside the more formal arrangements. Contact is also maintained through the supervision of dissertations and, for undergraduate students, extended essays. The University s Academic Skills Centre holds open drop-in sessions for students who need support in mathematical skills, essay writing and general study skills. Continuing English Language support is provided for full-time students who need it, as are sessions in examination technique. Skills and personal development modules feature within full-time programmes. Learning support arrangements are enhanced on a regular basis across the University with the aim of fostering a culture of independent learning. These initiatives are targeted primarily at undergraduates to facilitate the transition from the prescriptive learning environment of schools to university, but are also likely to be applicable to postgraduates, many of whom are international and hence do not necessarily have 54

62 experience of the UK system. The University has given resources to Schools to pilot schemes which may form part of the standard support package. On some undergraduate programmes we have piloted the use of senior students to mentor incoming cohorts. We see the purpose of our programmes as being to equip graduates to succeed in the international business environment, which is congruent with our mission of being an international business school developing a new generation of global business leaders and entrepreneurs. From this starting point, we aim to achieve our objective through the outcomes of our overall programmes and specific modules, ensuring that they meet the specifications required as part of University approval and quality assurance processes. The balance of personal effectiveness development is somewhat different between undergraduate, postgraduate and post-experience programmes owing to the typical portfolio of skills which students bring with them on entry and the level at which they are likely to be required to operate on graduation. Examples of personal effectiveness support and development for undergraduates include: Personal Development Plans A Personal Skills module on the BSc Business Management programme An Academic and Professional Skills module on the BSc Accounting and Finance, comprehensively revised for the current academic year in response to student feedback Outdoor pursuits at the University s centre at Coniston in the Lake District Leadership, team-building, cross-cultural awareness and business simulation events are provided for postgraduates. The University s Graduate School ensures that opportunities exist for research students to develop a range of skills. Specific courses include a 5-day residential programme at Coniston to develop team and analytical skills, IT and careers development, and courses designed to help students both in their research degrees and to write for publication. All research students have a personal development plan and undergo a yearly training needs analysis to ensure appropriate training throughout their course. Several programmes specifically include language training as part of the curriculum and all students are able to develop their languages through the Centre for Modern Languages, which provides courses at various levels in Arabic, French, German, Italian, Japanese, Mandarin, Modern Greek, Portuguese, Russian, Spanish and Turkish. Undergraduate students who study abroad in English are encouraged to learn the local language and we pay for classes in the Centre for Modern Languages on their return. Non-Anglophone students have access to appropriate English language support throughout their studies. Technical support is provided through the University s Information Services, which has a team based in the School dealing with day-to-day needs Careers Advice Careers support for undergraduates is offered through the University Careers Service. For postgraduate students we have a dedicated Careers in Business team located in University House which is resourced by the School in addition to its general contribution to University careers provision. We actively promote summer internships to undergraduate students as these offer excellent opportunities for them to gain valuable work experience and training, usually during their penultimate summer with us. We have a very active External Relations Office, tasked with delivering high-quality corporate connections, and these are used to facilitate internships for our students. Our policy is to work closely with the Careers Centre in persuading companies to extend their internships to postgraduate as well as undergraduate students. 55

63 4.3.5 Placement Support Our undergraduate Year in Industry programme has a dedicated team of placement officers who provide support to students seeking a 12-month placement opportunity. The Year in Industry is an assessed experiential learning element of the degree programme and placement tutors provide students with support for their academic assessments. The team works closely with the Careers Consultant in the College of Social Sciences and with the University Careers Service. Students are facilitated and enabled to engage with the search and application process, and it takes an average of six months and 15 applications for a student to secure a placement. The Year in Industry programme is two years in duration, with one year seeking opportunities and one year in contracted full-time salaried employment. Each student receives a minimum of one placement visit. We hold a series of skills workshops specifically for Year in Industry students at University House (CV clinics, psychometric tests), as well as employer-led commercial awareness events (mock interviews and mock assessment centres). Employers are always keen to engage with our students. The majority of activities take place during the first semester. In addition, we run a Networking Evening to bring together fourth-year students, who have recently returned to the university from their placement company, with Year in Industry students seeking placement opportunities. This sharing of information is amplified by the LinkedIn activity of our Year in Industry alumni and other social media used by Year in Industry undergraduates. To date, students have favoured large global corporate companies with identifiable brand(s) for their commercial internship experience. Placements in such organisations do not automatically lead to graduate job offers, and Year in Industry students do not invariably apply for posts in their internship companies. Year in Industry students are well-equipped in terms of academic attainment, employability skills and current commercial awareness to apply to and secure an interview with any company they wish. The Placement Officers work all year round and are always available electronically to students who are seeking opportunities or are out on placement. Students receive as much one-to-one support as they require or demand Student Feedback on Academic Assistance and Advising We pay great attention to what our students think of us and are committed to continually improving the experience of all of our students. At the heart of what we offer is an elite academic experience that pushes the boundaries of knowledge and prepares our students for success. As outlined above, students are able to provide feedback on the academic assistance and advice provided to them by the School through the Staff/Student Liaison Committee meetings. In the 2013 National Student Survey (NSS), Birmingham achieved an impressive 88% overall student satisfaction rating, which is 3% higher than the national average. Satisfaction with teaching is at its highest, with an overall score of 90%. We have also retained or improved our scores in 18 questions out of 22 and have achieved our highest scores ever in more than half of the questions. NSS feedback relating to School programmes is generally excellent, particularly in relation to the academic advising offered by faculty. Further proof of student satisfaction with the academic support is the fact the winner of the University's Outstanding Personal Tutor Award in 2012 was a member of our own faculty, Dr Chris Lonsdale. However, the School is aware that progress needs to be made in the quality and speed of feedback offered to students on assessments, particularly on the BSc Business Management and BSc International Business programmes. The School has been participating in the University's Assessment Review project and has recently introduced online marking and feedback with a view to improving feedback from students in these areas. 56

64 BSc Accounting and Finance BSc Business Management BSc International Business BSc Money, Banking and Finance University average November 2013 University of Birmingham Self-Evaluation Report Each year, the Programme Director for each undergraduate programme within the School completes an NSS Action Plan, in which they reflect on the NSS scores, in the context of other developments in the programme. These Action Plans are submitted first to the School Director of Education and amended if necessary before being considered by the College Education Committee. Particular emphasis is placed on Action Plans for programmes with scores below the University average. One action that has been highlighted for the School following the 2013 results, is the introduction of additional generic feedback in lectures and via Canvas, to address the low scores related to feedback clarifying topics the students did not understand. National Student Survey Questions: Academic Advising, Administrative Support and Academic Support I have received sufficient advice and support with my studies 80% 73% 76% 81% 78% I have been able to contact staff when I needed to 94% 91% 89% 97% 89% Good advice was available when I needed to make study choices 75% 55% 58% 81% 75% The course is well organised and is running smoothly 81% 64% 70% 74% 79% I have received detailed comments on my work 59% 39% 32% 61% 65% Feedback on my work has helped me clarify things I did not understand 59% 30% 30% 58% 60% Feedback on my work has been prompt 54% 42% 49% 71% 67% 4.4 STANDARD NINE: FACULTY SUFFICIENCY The school maintains a faculty sufficient to provide stability and ongoing quality improvement for the instructional programs offered. The deployment of faculty resources reflects the mission and programs. Students in all programs, majors, areas of emphasis, and locations have the opportunity to receive instruction from appropriately qualified faculty. We aim to attract and retain outstanding faculty through effective recruitment, development, management and reward. We currently have a full-time faculty of approximately 150 FTE, which supplemented by supporting faculty matches our current core teaching needs. These are almost all on full-time, permanent contracts. Our faculty is overwhelmingly research active and has a good international spread with 39% holding non-uk passports, an increase from 21% in Most faculty members have PhDs. Faculty are based in one of four Departments: Accounting & Finance, Economics, Management, and Marketing. Basic information concerning academic staff and key characteristics are given in the following table. Department Total % of which With PhD Non UK nationals Female Accounting & Finance Economics Management Marketing School total

65 4.4.1 Recruitment of Faculty In line with our strategic objectives, our recruitment of faculty is based on academic excellence in their specialist field in both teaching and research. To be appointed to our faculty, applicants are expected to have a PhD and a proven research track record, although for early career appointments a PhD with research potential are adequate. The disciplinary mix of staff is kept under review and steps are taken both to invest in areas of existing strength and to build up areas which we have decided need to be developed. The hiring of staff is related to our School Strategy and Vision which is guided by our mission. We are seeking to enhance our excellence in research and teaching and have already recruited both junior and senior staff to achieve this aim. However, to achieve our strategic ambitions (as outlined in Appendix 1. 6), we are planning to recruit a substantial number of new faculty to achieve our target staff-student ratio and to keep pace with the expansion of our teaching programmes. This is both a challenge and a major opportunity, giving us scope to recruit leading scholars to complement our emerging research clusters and to achieve our strategic ambitions. We are in the fortunate position of being able to hire staff at a time of financial stringency in the sector as a whole. We actively head-hunt faculty, nationally and internationally, and this is our main mechanism for hiring senior staff. In recruiting new senior faculty we take into account potential synergies with existing or planned future activity and will not appoint purely on the basis of the quality of the individual concerned. One of our main strategies is to identify people whom we would like to attract, and to engage in dialogue with them before entering into the formal selection process. Academic vacancies are advertised in The Economist, The Guardian and the Times Higher Education Supplement, and through the web, in order to attract international candidates and strengthen the internationalism that is so central to our activities. We recruit international faculty extensively; however, whilst we recognise that having a significant international component to our faculty is beneficial in itself, we do not specifically recruit particular nationalities but look for the best candidate. We also believe in the importance of promoting an international perspective and encourage our faculty to gain international experience and develop international connections through their research and teaching. Our extensive recruitment of international students, particularly onto our postgraduate programmes, and our provision of some programmes offshore give impetus to our international perspective Retention of Faculty Our overall staffing profile depends not only on hiring staff but also on retaining staff who receive outside job offers. We are proactive in making counter-offers to staff whom we wish to retain, and the College/University has a fast-track procedure to ensure that offers to staff are made in a timely fashion. That said, the School has been fortunate in being well-served by long-standing members of senior staff, although a number of these staff have retired over a fairly short period. The School has been concerned to replace them with Chairs of similar standing, whilst recognising that it is also important to build up more junior staff in some areas, as we have done specifically in Management and more generally within the School Workload Allocation We use a workload model to allocate teaching and administrative duties. In order to ensure a transparent system of workload allocation for academics across the School, a single model was adopted by all departments from September This model allocates time according to an agreed formula to each activity which a member of staff undertakes. All academic staff, except supporting faculty, appear in the 58

66 model and the School and Departments use the model to ensure an efficient and equitable allocation of duties. A revised, School-wide model was introduced for the academic year. A template of our current workload allocation model is provided at Appendix Heads of Departments (or subject groups in the larger departments) review current year, and proposed future year, workload models annually with all contracted staff. This is usually undertaken as part of the annual review and development process (termed a Performance and Development Review or PDR) to ensure that medium-term development plans, rather than solely short-term targets, are brought into this discussion where appropriate. Teaching needs are agreed with Heads of Departments for this purpose on the basis of the agreed targets set each Spring with the College, and approved by the University as part of the Compact process (see section 3.5.2). This Compact outlines the agreed changes to the School teaching activities plan on an annual basis. It looks ahead on a rolling three year basis giving the School a detailed three year planning window at a minimum. Staffing resources are reviewed against this plan and where there is a need for staffing above the contracted total supply within agreed workloads available to each department from contracted staff, a case for extra permanent staffing can be made to the School or temporary contracted staffing arrangements put in place. The appointment of adjunct/supporting faculty is determined alongside the allocation of permanent faculty to ensure teaching is covered. The resources which are required to deliver our teaching are therefore identified well in advance of the delivery of that teaching. Heads of Departments allocate teaching tasks to contracted staff to meet the proposed teaching needs of the School and address needs for administrative role amendments as required (typically where agreed periods of holding such duties are coming to a conclusion or where there is some other need to move tasks between staff under their management). For staff with research requirements in their contract, a third of their time (minimum) is usually protected for their research-related duties and the workload model therefore allocates the remaining two thirds of their time. Research time planning is undertaken by a separate, department-specific process linked to REF planning cycles and career progression objectives. This will usually involve a documented research plan which is reviewed annually as part of the annual appraisal process (or the probationary process for staff under such arrangements) Faculty Distribution Faculty are recruited on the basis that they will contribute fully to the School s teaching and research. In addition, they are expected to take on some managerial/administrative responsibilities. The balance of activities will depend, to some degree, on personal preferences and the capabilities of the individual. Contracts of newly-recruited staff now contain an expectation to teach on our offshore programmes as required, for which we previously made additional payments to our core and adjunct faculty since the work was outside our standard workload planning model. However, given that the internationalisation of our programme delivery is a key strategic aim for the School, resolving staffing issues for such programmes has been a key priority to enable us to move ahead with further developments. 59

67 In addition to standard teaching, research and administrative duties, faculty members may undertake up to 30 days consultancy work a year, for which they are required to seek permission from the Dean and the University Participating and Supporting Faculty Participating faculty members in the School are defined as individuals who engage in teaching AND participate in at least one of the following critical areas: review and development of the curriculum assessment and assurance of learning strategic planning activities School governance activities research activities student development and guidance connecting the school with the business community We seek to meet our core teaching commitments with substantive full-time participating faculty, but supporting faculty also make an important contribution, particularly to postgraduate programmes where their specialist insights, expertise and personal experience are valuable in contextualising the academic course content and in teaching generalist courses outside of our core programmes. Students also benefit from visiting speakers, seminar and class teachers. In addition, international and other visitors, such as those on sabbatical leave from other business schools, often give guest lectures, supervise dissertations, and contribute in other ways. The use of supporting faculty can be a very cost-effective means of gaining input from those with expert skills; however, over-use imposes costs on permanent members of staff through additional managerial and administrative responsibilities and reduces the number of staff who contribute in terms of research. As a School, we have taken the view that we will increase the ratio of participating faculty to supporting staff and reduce any unnecessary reliance on supporting staff. We have recently converted some our supporting faculty to participating faculty members through the creation of Teaching Fellows, Lecturers or Senior Lecturers (2 legged). These staff are now able to take on additional administrative and supervisory duties beyond their current teaching portfolio. We are also considering proposals to reinvest financial resources saved from supporting faculty costs to create additional full-time participating posts, thus providing us with additional resource in terms of academic and research leadership. Supporting faculty contributions are managed at individual programme and department level. Each year Programme Directors identify modules requiring input from supporting faculty and submit requests to their Head of Department. This information is then collated centrally, providing the Department, School and College with an overview of the contributions made. Once agreed, appropriate budgets are set to ensure that resources are available to meet the teaching carried out by non-core staff. Table 9-1 (see section 6.2) provides a summary of faculty sufficiency by discipline and School for the last academic year. As outlined above, the proportion of teaching being carried out by participating faculty in will increase owing to our policy of converting some of our supporting faculty to permanent participating faculty. 60

68 4.4.6 Student-Faculty Interaction We aim to provide appropriate opportunities for student-faculty interaction and some of these are discussed in more detail in other sections of this report. Our students are able to interact with faculty in a number of different ways as part of their education programme. As discussed in section 4.3.2, each student has a personal tutor who is able to provide both academic and pastoral support. Faculty members are also involved in supervising student projects and meet with students to discuss progress and to guide their supervisees. Even in larger group teaching, students are able to ask the lecturer questions at the end of the session. Further opportunities exist in smaller teaching groups such as seminars, and also through the University's VLE system which facilitates discussion between students and faculty on topics related to the curriculum covered in the lecture. More formally, students receive feedback on assignments, and with effect from this current academic year this feedback is provided via Canvas (see Appendix 1. 7). Further examples of the provision of academic support and guidance can be found in section STANDARD TEN: FACULTY QUALIFICATIONS The faculty of the school has, and maintains expertise to accomplish the mission and to ensure that this occurs, the school has clearly defined processes to evaluate individual faculty member s contributions to the school mission. The school specifies for both academically qualified and professionally qualified faculty, the required initial qualifications of faculty (original academic preparation and/or professional experience) as well as requirements for maintaining faculty competence (intellectual contributions, professional development or practice) Criteria for Academically and Professionally Qualified Faculty Probably in common with most British universities, AACSB s concept of Academically Qualified and Professionally Qualified faculty is not one that we use in day-to-day or strategic management. We engage staff on the basis of their ability to deliver varying levels of excellence in teaching, management and research, and their contracts of employment reflect this. Likewise, the concept of Participating and Supporting faculty is not one we would typically use to guide our hiring decisions, although we do make use of Part-Time Visiting Lecturers and Class Teaching Assistants/Fellows as discussed above. However, we have used AACSB example templates to construct appropriate tables and recognise that the proportions proposed by the AACSB are implicitly ones we use ourselves in determining the balance between permanent and adjunct faculty and the proportion of time allocated to the three areas of activity in an individual s workload. The University has an explicit set of values and goals around the ongoing development of the Birmingham Academic, to foster and maintain an academic culture of intellectual stimulation and high achievement. It also differentiates formally between a number of different categories of faculty and staff, each with a distinctive set of recruitment and promotion criteria. In relation to academically and professionally qualified (AQ and PQ) faculty the terms three-leg and two-leg are relevant. These represent different employment contracts, with different performance expectations, as well as being commonly-used terms to differentiate between research-active and non-research-active faculty. The former maintain a specified standard of work in the areas of research, teaching and administration, while the latter, two-leg faculty focus only on teaching and administration. These are closely equivalent to the AACSB definitions of AQ and PQ faculty, although there are some anomalies and exceptions. A proportion of our faculty also qualify as both AQ and PQ and would normally be considered three-leg faculty. These criteria are applied for all faculty during the recruitment process and continuously as part of the Personal Development Review (PDR) process throughout the year. As a minimum this includes: 61

69 a statement of the objectives agreed following the previous interview; a summary of relevant activity and achievement since then, showing how those activities and achievements measure up to the objectives, together with an explanation of the reasons for any shortfall; suggested objectives for the next twelve-month period; any ideas for continuing professional development or personal development in the context of a continuing professional development record. With regard to AACSB guidance relating to Standard Ten, and bearing in mind the above description of the way in which the University and School normally define faculty, we have used the following criteria to classify our faculty as either AQ or PQ: A faculty member of the School will be considered AQ provided s/he: 1. Possesses a doctoral degree in (or closely related to) a field of teaching; and 2. Has produced at least three quality publications in internationally recognised outlets over the last five years. Exceptions i) Faculty members who have received terminal degrees in the discipline in which they teach within the last five years. ii) Faculty members who do not possess a doctoral degree (but have a Master s degree in a business field) and who satisfy condition 2 above. A faculty member will be considered PQ provided s/he: 1. Possesses at least a Master s degree in a business-related field (MBA or Specialist Masters) or a specialist professional qualification in a relevant teaching field; and 2. Is currently working in business management (in a field related to their teaching) or business teaching; and 3. Has substantial relevant and current professional experience. Faculty members in full-time, or near full-time, senior academic administrative functions (i.e. School- or College-level functions or above) are considered PQ if they would have been at least so rated prior to their administrative appointment. Tables 10-1 (see section 6.3) and 10-2 (see section 6.4) have been completed and demonstrate that at least 96.4% of our faculty are either AQ or PQ. In addition, the tables demonstrate that 88.4% of faculty are AQ, and that both AQ and PQ faculty are deployed across all of our programmes, consistent with our mission and the needs of our students Maintenance of Knowledge and Expertise Table 10-1 (section 6.3) summarises activities in which faculty have engaged over the last five years (such as publishing research, undertaking professional activities, consulting and contributing to business practice) to maintain their subject knowledge and expertise. As the information in the table demonstrates, our faculty have undertaken a wide range of activities and have produced a significant number of research publications Faculty Qualifications Table 10-1 (section 6.3) also illustrates that 83% of our staff have PhDs. New staff are usually required to have PhDs and hence this proportion will rise further over time. Information on the academic and 62

70 professional qualifications of all our faculty can be found in the curriculum vitae available in the electronic base room. The faculty vitae include the following information for the past five academic years: Personal data Professional membership and service Research publications and grants 4.6 STANDARD ELEVEN: FACULTY MANAGEMENT AND SUPPORT The school has well-documented and communicated processes in place to manage and support faculty members over the progression of their careers consistent with the school s mission. These include: Determining appropriate teaching assignments, intellectual expectations, and service workloads. Providing staff and other mechanisms to support faculty in meeting the expectations the school holds for them on all mission-related activities. Providing orientation, guidance and mentoring. Undertaking formal periodic review, promotion, and reward processes. Maintaining overall plans for faculty resources School Expectations of Faculty We are a full-range Business School and our academic staff are expected to undertake research, teaching and administrative duties which, in the case of senior faculty, means providing academic leadership. The overall objective of staffing decisions is to ensure that we deliver excellence in research and teaching and provide high-quality programmes which enable our graduates to secure excellent career opportunities. This requires outstanding staff and we strive to provide faculty with appropriate development opportunities to enable them to fulfil our expectations of them. All new University faculty receive a copy of a document entitled The Birmingham Academic, which sets out the University's vision of what it means to be an academic at Birmingham, and our commitment to continuing to enhance the University as a destination of choice for the very best and most ambitious academics. We draw on the University s staff development opportunities to support both new and established faculty. Faculty are also encouraged to seek out external opportunities to develop new skills and knowledge. The Dean is particularly concerned and personally involved with all aspects of faculty appointment and development, although our management structure devolves day-to-day responsibility for management to Heads of Department Faculty Management Our faculty management procedures follow those set out by the University and take full account of UK legislation. The broad thrust is to provide a supportive environment for colleagues and to identify mechanisms for all School staff to achieve personal objectives and to contribute fully to the development of the School. Our Dean delegates line management responsibility for faculty to the four Heads of Department, who are responsible for the allocation of staff workloads, personal development, performance management and ensuring adequate resourcing within their department to deliver teaching and other aspects of programmes under their control. The School provides overall management of resources through strategic overview of teaching and research. Heads of Department hold meetings with faculty at least twice per term to discuss issues of relevance to their department. This includes development of new modules and programmes and planning of workloads, and also provides an opportunity for faculty to raise matters with the Head of Department. The Dean is 63

71 available to meet with all School staff but will recommend discussion with the appropriate Head of Department in the first instance Induction and Mentoring of New Faculty All probationary staff receive an induction programme, including a meeting with the Dean, are assigned a mentor and are required to participate fully in induction courses provided by the University at the first available opportunity. Junior members of staff are allocated a mentor to support their induction into the School, and as part of their probation will agree both work-related and personal objectives to be achieved during this period. Faculty with little or no experience of supporting students learning enrol on the Postgraduate Certificate in Academic Practice (PCAP) which is provided through the University s Centre for Learning and Academic Development. Successful completion of the certificate programme is required to complete probation. Early career faculty are typically given a lighter load in their first year and are not required to undertake any, or only very light, administrative duties. From the second year they will often team up with an experienced colleague to undertake a specific administrative role as well as picking up a full teaching load Probation Early career faculty are required to complete a period of probation, the length of which depends on previous experience. This requirement is waived for hires with more than three years experience at a comparable institution. The first stage of probation requires new members of faculty to complete a Probationary Personal Development Plan (PPDP) with help from their mentor and Head of Department. Once agreed with the Dean, the PPDP sets out agreed probationary objectives which are subject to annual review until the end of the probationary period. The aim of this process is to provide evidence that these standards have the potential to be maintained beyond the probationary period. PPDPs should also take due account of the prior experience of probationers, and should be set in the context of the requirements of the posts to which they have been recruited. The targets to be achieved, together with any required training or development activities documented in the PPDP, are viewed as requirements for satisfactory completion of probation, and hence are part of the overall contractual requirement. At the end of the probationary period, one of three outcomes is possible: the probationary period is completed successfully, the probationary period is extended or the contract of employment is terminated. We work hard to ensure that the majority of faculty are confirmed in post at the end of their probationary period. Further details on the University's probationary process can be found in the AACSB electronic base room Study Leave All faculty members have the opportunity, and are encouraged, to undertake a period of sabbatical leave after completing three years of contractual duties. During this period faculty usually conduct research, write research papers and submit research grant applications, although leave may also be granted for development of teaching, e.g. e-learning and other innovative teaching methods. Staff often use this leave to visit other institutions: one member of staff recently obtained a Universitas 21 Fellowship to visit Australia, two faculty members visited INSEAD, and another was seconded to the African Development Bank to develop a future research programme. Any period of study leave requires individuals to apply and set out a schedule of work to be undertaken. After the period of leave they provide a report on how they used the time, using their proposed schedule as a benchmark. The University's Guidance for Heads of Department/College on Study Leave is available in the electronic base room. 64

72 4.6.6 Staff Development Staff Development is carried out at University level by the People and Organisational Development (POD) unit and the Centre for Learning and Academic Development (CLAD) see section There are a wide range of courses available for academic and professional services staff and Schools may also put requests forward for locally valuable provision where not currently made available. Development programmes on offer include the Postgraduate Certificate in Learning and Teaching in Higher Education, which has been accredited by the Institute of Learning and Teaching (ILT), leading to accredited HE teacher status. The University has produced a booklet entitled Academic Staff: Learning and Development Guide , a copy of which can be found in the electronic base room. Every year, faculty undertake a Performance and Development Review (PDR) covering teaching, research and administrative duties. The PDR is a confidential interview process between each individual faculty member and a senior colleague (mentor) who has undertaken the University s PDR training. The PDR is concerned with personal objective setting, review of attainment of objectives, personal development including, where necessary, counselling on performance improvement, and the identification of any training or development needs, with consideration of how such needs may best be met. Heads of Departments play an active role in terms of staff mentoring and development. The PDR gives every faculty member an opportunity to regularly consider training and development needs, including future needs in light of their plans and aspirations. Our budget includes a major item for staff development. Faculty showing weakness in any of the above areas are offered additional mentoring and support. Long-term failure to perform results in a faculty member entering an Advice and Guidance process and potentially a Disciplinary process which may lead to dismissal. Faculty have access to IT skills training through Information Services and online programmes. The University also runs workshops based on identified leadership capabilities for staff in management roles, such as Programme Directors. Faculty are encouraged to attend professional development courses, and as many new faculty appointees as possible are nominated each year to attend the International Teachers Programme (ITP) run by Manchester Business School. The ITP is a specialist one-year, part-time programme designed to help new entrants to teach business studies. All members of faculty are given an annual grant to support individual research and development activities, including conference and symposia attendance, and subscriptions to professional organisations. We also encourage staff with specific responsibilities to attend conferences organised by the Association of Business Schools (ABS), European Foundation for Management Development (EFMD) and AACSB. We are active in promoting good teaching practice to our staff, and we offer funds to those who are developing innovative teaching practice. The Department of Economics was recently awarded a University Teaching Award for developments over a number of years which led to improvement in student experience and evaluation of modules and programmes. All faculty members may apply to their departmental research to give papers at conferences, visit collaborators in other Universities, invite high-profile academics to visit the School, and organise workshops and mini-conferences Performance Review As outlined in the previous section, Performance and Development Reviews (PDRs) are carried out annually. If there are particular concerns regarding the performance of a member of the School, the matter is first taken up by the appropriate Head of Department who may, if necessary, refer the matter to the Dean. If this 65

73 fails to deliver the required improvements then the matter is usually referred to the University's Human Resources team for further discussion. We aim to provide an environment which is supportive of staff needs with effective performance management measures. Faculty performance in research is reviewed annually through Research Performance Review and, for junior staff, through mentoring by senior colleagues. A regular school-level review of research performance is undertaken, which then feeds into the periodic national review of research, the next of which is the Research Excellence Framework taking place in Peer observation of teaching provides feedback from colleagues on a minimum of one teaching observation every two years. Where appropriate, following the review staff may be recommended to undertake developmental activities. Typically these are provided by the University Centre for Learning and Academic Development (CLAD) or People and Organisational Development (POD) unit which provide support for all staff across the University. Faculty performance in teaching is also monitored via student feedback gathered through questionnaire forms and through feedback from student representatives on Staff Student Committees. Faculty are required to prepare a report in response to the feedback they receive Promotion On an annual basis faculty are provided with an opportunity to be considered for promotion through an open and transparent system. They are encouraged to discuss their application with their Head of Department prior to submission, and they are also able, and are encouraged, to discuss their case with the Head of School and College. Applications are considered at the School s Staffing and Promotions Committee, where prima facie cases are established at a first meeting and confirmation of the application after review of references at a second meeting. Final recommendations are forwarded to the College for consideration. The College makes recommendations for promotions to Senior Lecturer and Senior Research Fellow to the University Promotions Committee, while the School and College review Reader and Professor applications but have no authority to determine whether cases progress, and all applications are automatically referred to the University for consideration. Details of promotions in the last five years are given in Appendix 4. 6 and the University's Guide to Promotions - Academic Staff can be found in the electronic base room Annual Reward Scheme Beyond the usual promotion processes, there are reward structures for staff who perform at an exceptional level. For example, there is an annual reward scheme which can give enhanced increments or one-off payments. Further information on additional payments for exceptional performance can be found in the University's guidance on the Annual Review Process Projections of Future Resource Requirement In terms of the overall strategic direction of the School, the setting of targets and discussions on budgets will set the scene for securing resources to meet medium and longer term objectives. Under the strategic investment plan described in Appendix 1. 6, we have secured an agreed amount to fund the recruitment of faculty and staff and invest in specific enhancements to teaching programmes, research and marketing. Any additional projects or recruitment activity will require proposals for new business to be submitted and approved. The School, College and University approval procedures require an appropriate budgetary statement outlining the resource implications and staffing requirements. In the case of income-generating projects (such as new programmes) the School has developed a funding formula for new activity, which has 66

74 been approved by the College and University, and which secures 50% of any additional income for the School to use to meet staff and other associated costs. 4.7 STANDARD TWELVE: AGGREGATE FACULTY AND STAFF EDUCATIONAL RESPONSIBILITY The business school's faculty in aggregate, its faculty subunits, and individual faculty, administrators, and staff share responsibility to: Ensure adequate time is devoted to learning activities for all faculty members and students. Ensure adequate student-faculty contact across the learning experiences. Set high expectations for academic achievement and provide leadership toward those expectations. Evaluate instructional effectiveness and overall student achievement. Continuously improve instructional programs. Innovate in instructional processes Student Effort and Learning Expectations Ten taught credits are expected to involve 100 hours of effort from a typical student, including attendance at teaching sessions, completion of coursework, exam preparation and independent study. Therefore, a year of an undergraduate programme, or the taught component of a master s programme, totalling 120 credits should equate to 1,200 hours, or 40 hours per week over the 30 term-time weeks of the academic year. As part of the School s and University s approval processes, any new or modified module must specify the number of contact hours involved and the type of contact (for example lecture, small-group class, computer laboratory session or placement). This information is then published in the module specification, available to all students. There is a general expectation that modules taught throughout a semester will have two to three contact hours each week, and deviations from the norm must have academic justification. This leads to typical contact time for a full-time student of around 12 to 15 hours a week, with the remainder of a notional 40-hour week devoted to guided independent study Student-Faculty Contact and the Learning Experience A wide range of delivery methods is used across our programmes. Alongside traditional lectures and classroom-based learning, more innovative approaches such as blogging, by faculty and students, and business games have been incorporated into our programmes. Extensive use is made across all programmes of the University s new VLE, Canvas, which replaced WebCT in Summer Canvas allows for increased use of online interactive quizzes and embedded videos, among other features. In addition to student-faculty interaction via delivery of the programmes, all faculty are expected to devote three hours a week, on at least two separate days, to office hours, during which they are available to see students without prior appointment. We also have an response policy that all student queries should be responded to within two working days Student Achievement Approved programme and module specifications are available to all staff and students via the University s online Programmes and Modules Catalogue. The specifications include details on programme and module learning outcomes, and assessment methods, contact hours and content for each module. This information on modules is also provided to students via Canvas. Students are therefore aware of the learning outcomes which they must meet in order to complete their programme of study successfully. A variety of assessment methods is used across undergraduate and master s programmes, including seen and unseen written examinations, essays, dissertations, mathematical exercises, IT projects, case studies and 67

75 presentations. The appropriateness of the assessment method is considered as part of the module and programme review process, with a view to ensuring suitable assessment not just of individual modules, but across programmes. For example, a review of assessment on the BSc Business Management programme in led to an improved balance between examinations, individual assignments and group work. Assessment schemes are designed to ensure that programmes both assess appropriate academic content and cover an appropriate range of skills. There are explicit criteria for grading performance in essays and dissertations at undergraduate and postgraduate levels. These criteria are made available to students before they submit assignments via student handbooks and induction, as well as a document elaborating on what is being looked for under each criterion, which is posted on Canvas. We use a standard feedback pro forma which assesses essays against these criteria and asks markers explicitly to identify areas for improvement, so the feedback is designed not only to reflect on the work being marked but also to inform future work. Students should receive feedback on all assessed work within four working weeks of submission. Each module is separately assessed and receives its own individual mark. These marks are aggregated to form the overall programme grade. In order to ensure that assessments measure the achievement of intended outcomes effectively, a system of ex-ante review of exam papers and other forms of assessment, and ex-post moderation of marking, is in place. Each taught programme is expected to compile an assessment calendar before the start of the academic year, to facilitate consideration of assessment across the programme. This enables programme directors to determine whether assessments are timed appropriately, both to allow students sufficient time to complete the various assignments and to provide feedback on one assignment before completing a similar or related piece of work. Student achievement is also monitored via completion figures and consideration of the overall outcomes achieved by students at the Board of Examiner meetings. At the Board meetings, External Examiners perform an important benchmarking role providing us with an evaluation of our students achievements in comparison with other institutions Evaluation of Teaching Effectiveness We operate a system of peer observation of teaching, which requires every member of teaching faculty to be reviewed once every two years, with probationary lecturers and part-time visiting lecturers being observed on an annual basis. The process is designed to be supportive and to benefit both observed and observer, and should operate in such a way that the observer has an opportunity to identify good practice which can then be disseminated within the School and beyond. Self-evaluation and formative feedback arising from the observation are normally confidential to the observer and observed. Further information on the process can be found in the University's Guidelines on the Peer Observation of Teaching. Probationary faculty attend the University s Postgraduate Certificate in Academic Practice programme, which includes 20-credit modules in Foundation of Learning and Teaching in Higher Education and Effective Academic Practice in Higher Education. These modules provide opportunities to learn about and reflect on pedagogic practice, and their completion allows faculty to become members of the Higher Education Academy. Probationary faculty members are also provided with a mentor to guide them on all aspects of their career, including teaching. Student feedback on programmes is received in a variety of ways. The two main formal methods are the completion of module evaluation questionnaires and Staff Student Committees. Other methods include 68

76 student meetings with year tutors on undergraduate programmes and with programme directors for all programmes. Towards the end of every module, students complete a standard module evaluation questionnaire, reflecting on their experiences in the module. These contain a series of questions asking students to evaluate aspects of the module and lecturers on a quantitative scale and a number of open-ended questions. Module leaders and other staff involved in teaching the module receive the results of the quantitative analysis and all written comments, while a summary of the quantitative results is received by the School Director of Education, who distributes it to programme directors as appropriate. Faculty are required to prepare a report based on the feedback they receive on their teaching effectiveness. Staff Student Committees cover all taught programmes across the School. A committee exists for each programme or group of programmes, as appropriate, with elected student representatives and designated members of faculty and professional services staff. The committees meet a minimum of three times each year and are used by both students and staff to raise issues. Discussions in Staff Student Committees often result in enhancements to programmes. Recent changes on the full-time MBA programme resulting from Staff Student Committee meetings include: Changes to group allocations, to allow students to work together in fixed groups for a number of modules rather than forming new groups each time; A change in the timing of an outward bound course focussed on team-building from Easter to the start of the academic year to allow students to form working relationships at the start of the programme; More opportunity for full-time students to mix with part-time Executive MBA students, both by opening up some elective modules on the full-time programme to part-time students and by organising joint social events. A further key tool to evaluate the effectiveness of the instruction provided and overall student achievement is the Course Annual Review process (see section for a full description of this process). 4.8 STANDARD THIRTEEN: INDIVIDUAL FACULTY EDUCATIONAL RESPONSIBILITY Individual teaching faculty members: Operate with integrity in their dealings with students and colleagues. Keep their own knowledge current with the continuing development of their teaching disciplines. Actively involve students in the learning process. Encourage collaboration and cooperation among participants. Ensure frequent, prompt feedback on student performance Staff Responsibilities We expect our faculty to treat our students with courtesy and consideration and our students are informed, via their student handbook, for instance, that it is reasonable to expect our teaching staff to: Treat each student fairly and impartially regardless of sex, race, etc. in line with University policy on Equal Opportunities. Turn up on time for lectures and classes and finish on time and to notify students, in advance whenever possible, of any changes to teaching times. Keep appointments and, in the case of personal tutors, ensure they meet with their tutees at least once every term. Answer questions in class and listen to the views of students (whether individually, in class or through the structure of the Staff Student Committee). 69

77 Inform students of submission dates for assignments and return essays promptly and with helpful comments. Take action on behalf of students if asked to assist with a problem. Professional standards are also addressed through the Induction and Probationary processes described in sections and Student Participation in the Learning Process Faculty actively encourage students to participate fully in their learning experiences. Formally, the University's Code of Practice on Student Attendance and Reasonable Diligence (see section 4.2.2) sets out the University's expectations in terms of attendance at lectures and submitting coursework on time. The School promotes interactive learning in a number of ways. Despite large numbers in lectures on many core modules, particularly at undergraduate level, where appropriate these modules also have small-group classes to promote interaction with the instructor. Increased resource has been devoted to small-group teaching in the last two years, most notably on the BSc Business Management programme suite. Student involvement is encouraged in class, requiring students to develop some of the fundamental skills they will draw on as managers. These include the ability to construct and present arguments and, importantly, the ability to work well in (and lead) teams. Additionally, all students on undergraduate and postgraduate programmes undertake a dissertation or extended essay, allowing structured individual interaction with a supervisor. Business games are used on some programmes, for example in the Country Manager module on the MSc in International Business, while Canvas allows for a flexible and interactive approach including the use of online quizzes and discussions Collaborative Learning Experiences Some modules in each of the programmes involve group work, with active participation forming part of the assessment process and being integrated into the final grade. Group work is a key managerial skill and is therefore woven into the fabric of the programmes. Experiential learning is also an integral part of our pedagogical philosophy. Many of our students spend some time either studying abroad at another institution or undertaking an industrial placement with an employer. Prior to spending a year in industry, students enrolled on the School's core Year in Industry programmes take a number of workshops designed to prepare them for their placement year. While in industry they are required to keep a reflective diary of their experiences and produce a report on what they have learnt. Further details can be found in Section A further example of student collaboration in their learning experience is their involvement in the governance activities of the School and the University. This is achieved through the University s Student Rep system. Every student and postgraduate researcher in the University is represented by at least one Student Rep in their department. Student Reps draw together the academic-related questions and issues facing students whom they represent (known as constituents ). Each Student Rep is part of a Staff Student Committee in which Student Reps and support and academic staff meet to discuss the questions and issues raised by constituents. Staff Student Committee members work together to address these questions and issues. Committee members must also provide feedback to constituents on the work they are undertaking and the outcomes they have achieved. Student Reps are expected to undertake the following activities: To proactively seek the academic-related views, questions and experiences of their constituency members. 70

78 To attend Staff Student Committee (SSC) meetings in order to present the views, questions and experiences gathered from their constituency members. To work with University staff both within and outside of SSC meetings to resolve any issues or questions that have been raised by their constituency members. To feedback updates and outcomes on issues discussed at SSC meetings and all work undertaken by the SSC to their constituency members. To contribute to the completion of the SSC Annual Report during the summer term. (Each SSC produces an Annual Report summarising operational matters and issues that the SSC has considered during the academic session.) To maintain regular communication with their SSC Student Rep Chair/Co-Chair to update them on any work they are undertaking in their role and to discuss any challenges they are facing. Further information on the Student Rep system can in found in the Student Rep Handbook Student Feedback The School and University adopt a standard policy that all assessed work should be marked, and feedback provided, within 20 working days of the submission date. For essay-based work the feedback is provided on a standard form (or standard electronic form where online marking is used), while other forms of feedback may include model solutions to problem sets or answers to questions from class tests. All work that counts towards a degree goes through a moderation process, as part of which the moderator monitors the feedback provided and raises any concerns over the quality of feedback with the first marker and, if the issue persists, potentially with the Programme Director. All programme offices monitor compliance with the deadline for returning work and report any breaches of the deadline to the Programme Director and School Director of Education. The School and University also require generic feedback to be given on summer examinations, within 20 days of the end of the examination period, for all students who are not in the final year of their programme. This feedback is designed to enable continuing students to reflect on what they and others in the cohort did well and badly and to use this to inform their performance in future years of the programme. Further information on the University's policy with regard to student feedback can be found in the University Code of Practice on Taught Programme and Module Assessment. Where work is marked by a team, or by someone other than the module leader (for example a graduate teaching assistant), the module leader is responsible for ensuring that an appropriate and consistent set of marks is produced. The module leader ensures that all markers are aware of the marking scheme or marking criteria, and samples a set of marked scripts before the scripts go through the standard moderation process with a moderator who has not already been involved in the marking process. Where there are multiple markers, part of the role of the module leader is to ensure that all scripts are marked consistently, by sampling scripts from each marker before they are passed to the moderator. We are also actively participating in the University s project to improve the use of assessment and feedback, the Birmingham Assessment for Learning Initiative (BALI) project. As part of a wider review of the Department of Economics, the BSc in Money, Banking and Finance was reviewed in the academic year , resulting in a number of initiatives to improve the formative feedback available to students on the programme, for example through increased use of Canvas and time in lectures to provide generic feedback. The BSc Business Management and BSc Accounting and Finance programmes are due to be reviewed during the academic year

79 4.8.5 Faculty Development Activities The University is committed to providing a high-quality learning experience for all students and continuously enhancing the quality of the teaching provision. This is backed up by a comprehensive range of support, including: Training and guidance for those new to teaching in higher education (HE), including postgraduate teaching assistants, and professional development support for established staff who teach Accredited programmes for staff teaching in HE, leading to Higher Education Academy Fellowship Assistance with projects to develop new modes of delivering learning, e.g. online learning Events to disseminate innovative and good practice in teaching and supporting learning Support for programme and module design Teaching quality assurance processes, e.g. gathering feedback and evaluating teaching IT resources, such as our virtual learning environment, Canvas. Faculty members are expected continuously to update their own knowledge and skills. Indeed, in The Birmingham Academic guide the University tells new staff that Developing your learning and teaching practice is an ongoing part of your everyday continuous professional development. Currency of knowledge and development of teaching is addressed through the systematic peer review of teaching and the Staff Development Review (see section 4.6.6). Faculty members are expected to engage in some form of intellectual contribution through course development, curriculum innovation, pedagogical support materials, publications (articles, chapters in books, textbooks and books), conference presentations, and contributions to practice and research. We provide financial assistance to attend conferences and courses, and to pay for tuition fees for long-term study (doctoral and pre-doctoral qualifications). Faculty members also have the opportunity to undertake consultancy work with businesses, enabling them to expand and deepen their own knowledge of business practices. This is an important complementary means of updating their personal knowledge in their discipline. The School also benefits from staff development opportunities provided by the Centre for Learning and Academic Development (CLAD), a division of the University s Academic Services. CLAD works in partnership with colleagues across the University to rejuvenate and enrich all aspects of educational enhancement, defined as deliberate steps to improve the student learning experience. It provides a range of resources around the development of: teaching awards and fellowships (including the Birmingham University Teaching Fellowships); educational enhancement project funding; learning technologies (including Canvas); technology skills development; and educational enhancement events. 4.9 STANDARD FOURTEEN: STUDENT EDUCATIONAL RESPONSIBILITY Individual Students: Operate with integrity in their dealings with faculty and other students. Engage the learning materials with appropriate attention and dedication. Maintain their engagement when challenged by difficult learning activities. Contribute to the learning of others. Perform to standards set by the faculty Course Descriptions and Syllabi Course descriptions are available online for students to consult through Canvas. For all students, the course descriptions and syllabi establish the intellectual expectations of faculty members. Students must be aware 72

80 of what they will learn, how they are expected to be involved in the learning process and how they will be assessed. Information in the course descriptions includes: Course or module title, code, number of class hours, number of credits allotted. Name of the faculty member responsible for the course or teaching module. Module objectives. Skills and competencies to be acquired. Bibliography. Assessment and grading system Engagement Students who engage in our programmes have been admitted through a well-structured and demanding selection process. Faculty expectations are high in terms of both student involvement and achievement. Students are expected to play an active part in their education, in terms of learning, assessment performance, and the choices they make during their studies. The diverse learning activities ensure that students become involved in their learning. They are actively involved in the following: Group and team activities Business games and simulations Placement with an employer or an opportunity to study abroad. Making choices about their academic programme and tailoring their needs to meet their special interests through the choice of elective modules. Involvement in student associations, taking responsibility for a project, motivating a team. The outcomes of their learning are available to the Peer Review Team in the form of a wide-range of student work including project reports, presentations and dissertations. The University also has a Student Charter, developed by the University and Guild of Students, which formally sets out the University s expectations regarding student engagement. It outlines the rights and responsibilities of students and is intended to be a statement of intention and expectation, rather than a binding contract. The Charter sets out the following responsibilities by which all students should abide: Making the most of their programme of study, their University experience and the other opportunities that the University has to offer Complying with the University s policies and procedures Acting as responsible ambassadors for the University through their good conduct and by ensuring that their actions do not have an adverse impact on the University s reputation, its environment, the local community or those who work or study at the University Engaging with the University in formulating their own education and career goals and in monitoring their progress towards these goals Participating in the University s culture of learning which is based upon critical enquiry, debate and self-motivation Pursuing their academic studies in a diligent, honest and professional manner. The Charter and its contents are communicated to students as part of their initial registration documentation and are available online. In addition to the Charter, there are various University Codes of Practice and other documents relating to particular aspects of student activity. These include: 73

81 Code of Practice on Student Attendance and Reasonable Diligence Code of Practice on Plagiarism Code of Practice on Discipline in Residences Code of Practice on Procedures for Misconduct and Fitness to Practice Committee All programmes produce a handbook which is available to students through Canvas when they arrive. They are advised as part of their induction to familiarise themselves with the contents of the handbook, which is updated as required throughout their period of study. The handbooks provide detailed information to students regarding their key responsibilities, including due diligence, avoiding plagiarism, informing the School of absences and extenuating circumstances that affect their work, and their general conduct. Possible penalties for failing to comply with regulations on due diligence and plagiarism are highlighted both in the handbook and at induction, while for each programme talks on plagiarism, and how to avoid it, are given during induction and/or later in the programme before submission of significant assignments, as appropriate. Advice and guidance on individual matters is given through one-to-one contact with lecturing staff, through the tutorial system and by administrative staff as appropriate. Students are expected to meet their personal tutor individually at least three times each academic year, and these meetings allow discussion of their general performance and any challenges they are facing. Students are contacted to tell them when these meetings are due to take place. Some meetings have a specific focus. For example, the Transition Review during the second term for new undergraduate students requires them to complete a questionnaire on their experience up to that point and bring it to discuss with their tutor. In addition, students may use the office hours of their personal tutor or any of their lecturers for guidance, or send queries through Canvas or via . 74

82 5 EVALUATION AGAINST THE ASSURANCE OF LEARNING STANDARDS FOR BUSINESS 5.1 STANDARD FIFTEEN: ASSURANCE OF LEARNING Management of Curricula: The school uses well documented, systematic processes to develop, monitor, evaluate, and revise the substance and delivery of the curricula of degree programs and to assess the impact of the curricula on learning. Curriculum management includes inputs from all appropriate constituencies which may include faculty, staff, administrators, students, faculty from non-business disciplines, alumni, and the business community served by the school. The standard requires use of a systematic process for curriculum management but does not require any specific courses in the curriculum National Quality Assurance Framework As a department of the University, the School is required to conform to UK Quality Assurance processes which map across to the AACSB s standards for the assurance of learning. The QAA was established in 1997 to safeguard quality and standards in UK Higher Education. It publishes guidelines, such as benchmark statements and codes of practice, which help institutions to develop effective quality assurance systems to ensure that students have high-quality experiences. Standard 15 of the AACSB standards requires business schools to use well-documented, systematic processes to develop, monitor, evaluate and revise the substance and delivery of learning curricula. This directly correlates with the QAA s Code of Practice on Programme Design, Approval, Monitoring and Review. Section 7 of the QAA s Code of Practice states that institutions should consider an appropriate balance between routine monitoring and periodic review of programmes so that there is a continuous cycle. Institutions are required routinely to monitor (in an agreed cycle) the effectiveness of their programmes: to ensure that programmes remain current and valid in light of developing knowledge in the discipline, and practice in its application to evaluate the extent to which the intended learning outcomes are being attained by students to evaluate the continuing effectiveness of the curriculum and of assessment in relation to the intended learning outcomes to ensure that recommendations for appropriate actions are followed up to remedy any identified shortcomings Standards 16, 18 and 19 of the AACSB standards require business schools to specify learning goals and demonstrate achievement of these for the key general, management-specific and/or appropriate disciplinespecific knowledge and skills achieved by their students. This requirement directly correlates with the QAA s requirements that higher education institutions in the UK prepare programme specifications providing a definitive statement of the aims, intended learning outcomes and expected learner achievements of a programme of study and the means by which the outcomes are achieved and demonstrated. These intended learning outcomes or goals relate directly to the curriculum, study and assessment methods and the criteria used to assess performance. In addition, programme specifications provide a stimulus to teaching teams to reflect on, clarify and better integrate the aims and intended outcomes of their programmes with their design and delivery. Programme specifications make explicit the intended learning outcomes of the programme, the teaching and learning methods that enable learners to achieve these outcomes, the assessment methods used to demonstrate their achievement and the relationship of the programme and its study elements to the 75

83 Framework for Higher Education Qualifications (FHEQ) and, where appropriate, QAA subject benchmark statements. Programme learning outcomes are divided into two types: 1) Knowledge and understanding 2) Skills and other attributes A good programme specification will improve student understanding of how and when learning occurs and of what is being learned, and thereby inform reflection on personal learning, performance and achievement, and subsequent planning for educational and career development. The University's Guidance on Producing a Programme Specification can be found in the online baseroom. Each module has learning outcomes, all of which must be assessed by means of a summative assessment. Failure to achieve all stated learning outcomes will result in failure of the module. The University's Guidance on Proposing a New Module can be found in the online baseroom. The curriculum map used by the School demonstrates how modules support the achievement of programme learning outcomes. A curriculum map is a valuable instrument in the development of new or revised programmes. All core modules for a programme are listed on one axis, and all learning outcomes on the other. Modules enabling students to demonstrate the achievement of a learning outcome receive a check against that learning outcome. Once complete, the map clearly illustrates the occurrence of learning outcomes within the programme structure and enables us to identify any gaps in the assessment of learning outcomes. Given the embedded nature of the programme and module learning outcomes, successful completion of all modules implies that a student has successfully achieved all the learning outcomes of the programme. Programme specifications for all our programmes are provided in the online base room, and curriculum maps for each programme are provided at Appendix School Quality Assurance Framework Quality is assured through an integrated process of formal review involving School and University procedures and scrutiny by national bodies. Our programmes are carefully designed to be relevant and challenging. Decisions concerning the viability and appropriateness of all new programmes are informed by extensive market research. All programmes are subject to continuous review and development through a variety of formal and informal mechanisms. We also strive to take into account the needs of stakeholders and the requirements of accrediting bodies Teaching and Learning Strategy In relation to our taught programmes, our general aims are as expressed in our Learning and Teaching Strategy as follows: To ensure that the quality of the student learning experience is informed and enhanced by our commitment to be research-led To give (greater) emphasis to student-centred learning, as well as development of all students as lifelong learners To contribute to lifelong learning by increasing provision for continuing personal and professional education To facilitate recruitment and retention of non-traditional groups in higher education To develop broader education within programme provision 76

84 To facilitate and ensure efficiency in the delivery of learning and teaching To maintain and enhance existing quality and standards of provision in learning and teaching To enhance the status of learning and teaching as a career route for some academic staff in a research-led institution These general aims are reflected in the design and delivery of all of our programmes. Each of the programmes under review has specific educational aims. The learning outcomes for each programme are considered and approved by our Undergraduate, MSc and MBA Boards of Studies, which act as the primary foci for approving, reviewing and amending programmes and modules Programme Development Specific aims are stated in the programme specifications for all our undergraduate and postgraduate programmes. Such statements of aims are required by the School s and University s programme approval and monitoring process. In addition, to guide our programme development strategy, we have articulated generic aims for some groups of programmes. For example, those for taught postgraduate programmes are as follows: We aim to provide taught postgraduate programmes that: develop the intellectual, analytical and communication capabilities of students to levels consistent with successful careers in business management meet the requirements for content and the standards demanded by the University and by various professional bodies for membership, accreditation and/or examination exemption promote high levels of knowledge, understanding and competence using appropriate curricula and a variety of teaching and learning strategies are monitored and improved through continuing programme and module review, student evaluation, external inputs and staff development utilise the extensive range of University support services to enrich students learning experience provide an educational environment that stimulates and supports learning and personal development We seek to ensure that all students graduating from our taught postgraduate programmes are equipped with: a strong foundation of knowledge and understanding in the subjects which underpin excellent management practice in general (for MBA) or in the particular management discipline (for MSc) analytical capabilities and a critical approach to problem solving the ability to formulate and deliver logical and precise arguments the knowledge, understanding and ability to apply modern techniques to current management contexts management research skills, including the ability to analyse and interpret data and design research projects an appropriate portfolio of professional skills, including oral and written communication, team working, presentation and IT skills In addition, MBA and Graduate Diploma in Business Administration students will: have an understanding of relevant management disciplines be able to integrate and synthesise the disciplinary components into a coherent corporate decisionmaking structure 77

85 have an understanding of international perspectives of management All programmes are designed and monitored by programme teams to ensure a variety of teaching and learning modes in order to achieve the learning outcomes. The programme proposal and programme review processes, and other less formal mechanisms, are used to ensure that quality is maintained in the ways outlined below. Proposals for new programmes are developed within the School but are subject to formal approval by the University. The development of any new programme requires two separate stages. The first is the approval of a Plan to Develop, which explains the rationale for the programme and how it fits with other programmes offered by the School or wider University. At this stage a marketing report is submitted, assessing the likely viability of the programme, and an initial financial assessment undertaken. The Plan to Develop is considered at School and College level and, should it be approved, a full Programme Proposal and Programme Specification are developed, including details on programme outcomes and requirements. As well as undergoing internal scrutiny within the School, an external reviewer from another university is required to provide comments. The final approval for any new programme must come from the University s Programme Approval Review Committee (PARC). For any new programme involving a collaborative partner, like our programmes in Singapore, a collaborative agreement must be approved by the University s Collaborative Provision Committee. The process explained above is intended to ensure that due consideration is given to new programmes before they are introduced and that the learning outcomes are appropriate to the aims of both the University and School and meet the needs of students. In addition, the School and University undertake a series of quality assurance processes for existing programmes, outlined below, to ensure that programmes are continually evaluated and improved. Programme directors are expected to take a lead in ensuring that curricula are up to date, both academically and in terms of skills, and any proposed changes are considered by the School s Boards of Studies for Undergraduate, MSc and MBA programmes. These Boards of Studies meet six times a year and act as fora for spreading good practice across the School, while the College Education Committee, of which both the School Director of Education and the Director of Postgraduate Taught Programmes are members, spreads good practice more widely across the University. All these committees are attended by professional services staff and student representatives as well as faculty. When changes to programmes and modules are identified as being desirable, the Programme Director is responsible for ensuring that the proposed changes are submitted for consideration by the relevant Board of Studies. Relatively minor changes to content and assessment may be signed off by the Board of Studies and reported to the College, while major changes to programmes, such as the introduction or removal of modules, must be approved by the College Education Committee following approval by the Board of Studies. As part of the programme and module change procedure, the Programme Director proposing the change must confirm that students have been consulted and must provide a brief summary of students views on the proposed change. This is then reported to the Board of Studies considering the change. Student representatives also sit on the Board of Studies, offering students another opportunity for consultation over proposed changes Annual Module and Programme Review The University's Annual Module and Programme Review has been developed in accordance with the QAA s Code of Practice on Programme Design, Approval, Monitoring and Review, and allows programme teams, 78

86 the School's Teaching and Learning Committee and the College's Education Committee to consider and closely monitor the academic performance of programmes and standards of teaching and learning. Firstly, all module leaders complete a form requiring them to reflect on the performance of students and on any issues that have arisen during the year, drawing on module evaluation questionnaires, feedback from Staff Student Committees, comments from external examiners and other relevant information. These module review forms are passed to the relevant programme directors for consideration. The annual module reviews are then input into the programme review, which produces a report for each programme, or group of programmes. These annual programme reviews are initially drafted by Programme Directors, before being discussed in review meetings attended by relevant faculty, professional services staff and student representatives. Close attention is paid to indicators of programme success, such as application figures, degree results and student feedback. In addition, the annual review process provides an opportunity for each programme to reflect on its operation over the previous year, identify any issues and determine the action taken or required in response to those issues. The final reports are signed off by the School Director of Education and the Dean before being considered as part of the University s quality assurance process. While the annual review process formally captures issues that need to be addressed, in practice Programme Directors and programme teams are often able to resolve issues as they arise on a day-to-day basis without recourse to formal mechanisms. Issues raised with personal tutors or year tutors, directly with Programme Directors, or via Staff Student Committees are all acted on quickly where appropriate, rather than waiting for the formal review process. We attach importance to the use of visiting lecturers and presentations from people with practical management experience, but we manage overall input from such sources as part of programme quality reviews. Whenever a visiting lecturer is used, a member of faculty acts as module leader and ensures that the visiting lecturer complies with our normal processes Internal and External Audits Like all UK universities, the University operates within the framework of the national Quality Assurance Agency (QAA). The QAA issues codes of practice and guidelines, and conducts periodic reviews of all universities, making reports publicly available. The University was last reviewed in 2009 and the report expressed confidence in its present and likely future management of the academic standards of its awards, and in its present and likely future management of the quality of the learning opportunities available to students. Accreditation by professional bodies provides another input into the quality assurance process. Comments from both accrediting bodies and employers sometimes lead directly to enhancements to programmes. For example, discussions between the Programme Director of the BSc Accounting and Finance programme and representatives of the four major accounting firms led to the reworking of the programme s Professional Skills module (renamed Academic and Professional Skills) to include increased emphasis on soft skills such as team working, report writing and presentation skills. In addition to the annual review process, our programmes are also periodically reviewed in a more intensive manner. Previously, each programme was subject individually to a five-yearly Comprehensive Programme Review (CPR). These reviews were led by the School s Director of Education (or his/her nominee) and involved senior academics from the department, as well as from outside the School and the University. This process has now been replaced by an Enhanced Annual Review, which we are due to undertake later in the academic year, covering all taught programmes and led by a senior academic from another College 79

87 in the University. As part of this process, two senior academics from other parts of the university will review our taught programme provision and compliance with good practice across the University External Examiner Process External Examiners are recruited from highly-regarded institutions to ensure that appropriate standards are maintained. External Examiners reports influence programme design and assessment, and are considered by Programme Directors and by the Dean and School Director of Education, who take action as appropriate. Responses to comments made in External Examiners reports are made via the Dean. All responses are quality checked to ensure that every point raised by an external examiner receives a response, and a copy of every response letter is also sent to the University s Academic Quality Unit. Both the School and central administration follow stringent quality assurance processes to track feedback from externals, to ensure that we improve performance year on year. Comments from external examiners sometimes lead directly to changes to programmes. For instance, the module Critical Analysis in Management has been moved from an elective to a compulsory module on the BSc Business Management programme following supportive comments from external examiners. 5.2 STANDARD SIXTEEN: UNDERGRADUATE LEARNING GOALS Bachelor s or undergraduate level degree: Knowledge and skills. Adapting expectations to the school s mission and cultural circumstances, the school specifies learning goals and demonstrates achievement of learning goals for key general, management-specific, and/or appropriate discipline-specific knowledge and skills that its students achieve in each undergraduate degree program Undergraduate Programme Portfolio In line with our ambition to be a full-line educational service provider, we offer a wide range of programmes which we segment on the basis of three criteria: (a) the degree of specialisation (generalist versus specialist); (b) student experience at the point of entry (pre-experience versus post-experience); and (c) programme level (undergraduate, taught postgraduate or research postgraduate). The learning goals for our programmes are set with these distinctions in mind. Our portfolio of undergraduate programmes includes our three-year single honours programmes in Business Management (also available with Communications), Accounting and Finance, and Money, Banking and Finance; our four-year single honours programmes, which supplement the basic teaching with a year spent on an industrial placement (either home or overseas) or an additional year s study at a comparable institution, which include Business Management with a Year in Industry, International Business, and Money, Banking and Finance with a language; and the four-year BSc Accountancy degree, offered in collaboration with KPMG. We also deliver three programmes in Singapore through a collaborative agreement with the Singapore Institute of Management: Business Management, International Business, and Business Management with Communications. These programmes are of two years duration, mirroring the second and final years of the UK programmes Undergraduate Learning Goals The learning goals for any undergraduate programme can broadly be divided into two types: (a) knowledge and understanding; and (b) skills and other attributes. Each programme specification identifies goals (or outcomes) for that programme under these two categories. These goals can be achieved at different levels according to whether they are covered in the first year (Certificate level), second year (Intermediate level) or third/fourth year (Honours level). There is no expectation that students will achieve all goals in all modules, 80

88 but they should achieve all the goals across the programme. Curriculum maps illustrating this are provided for each programme at Appendix The standards that students are expected to achieve are adjusted on the basis of their year of study. For example, in the case of knowledge acquisition, students are initially expected to acquire a good factual base of the subject as well as an understanding of its core terminology. However, by the second year they are expected to acquire an understanding of the subject s major theories and approaches; and by the third year they are expected to be able to demonstrate a detailed understanding of their areas of specialisation, as well as an awareness of the provisional nature of knowledge. Similarly, first year students are expected to be able to critically evaluate work, but only with the assistance of their tutors or on the basis of defined techniques/frameworks. However, by their final year they are expected to be able to operate with little guidance. These broad learning goals are then interpreted in light of the subject-specific requirements of the programme. For example, students on the BSc Business Management programme are expected to be able to demonstrate a knowledge and understanding of the following: Relevant knowledge and understanding of organisations (internal aspects, functions and processes including diverse nature, purposes, structures, governance, operations and management) Relevant knowledge and understanding of the external environment in which organisations operate Relevant knowledge and understanding of management (processes, procedures, theories, models, frameworks, tasks and roles, together with rational analysis and other processes of decision making) Within these three frameworks, an understanding of markets, customers, finance, people, operations, information systems, communication and IT, business policy and strategy, contemporary and pervasive issues The interrelationships among organisations and the external environment and the integration of these areas (economic, environmental, ethical, legal, political, sociological and technological) at local, national and international levels) They must also have attained the following skills and other attributes: The ability to think critically in relation to the knowledge base outlined above, to analyse issues using differing theoretical viewpoints and to synthesise these viewpoints An understanding of how to approach effective problem solving and decision making using appropriate qualitative and quantitative skills An understanding of how to produce convincing arguments, both orally and in writing The ability to interpret numerical data, and knowledge of how to conduct commonly-used statistical analyses Effective use of communication and IT Effective self-management Reflective, adaptive and collaborative learning Self-awareness, openness and sensitivity to diversity Teamwork, including leadership, team building, influencing and project management skills Effective listening, negotiation, persuasion and presentation Ability to conduct research into business and management issues, individually or as part of a team In recent years, employability has received greater emphasis in the curricula of our undergraduate programmes. This is reflected in the growing demand from students for places on our BSc Business 81

89 Management (Year in Industry) programme. As part of this programme, students are expected to spend their third year on an industrial placement. In order to progress to their final year, as part of their learning goals they must successfully complete two projects demonstrating their ability to apply academic theory to realworld problems. We have also recently introduced a BSc Accountancy degree in conjunction with KPMG, accredited by the Institute of Chartered Accountants in Scotland (ICAS). As an integral part of this degree, students spend the second semester of the academic year working for KPMG. All students for whom an assessed placement is not a compulsory part of their programme may opt to take the Professional Development module, which allows them to be assessed on a placement taken either during the final year of their degree or during the previous summer Programme Evaluation In order to ensure the appropriateness of what is being taught, all programmes and modules are reviewed on an annual basis (see section 5.1.5). These reviews are undertaken by module leaders (in the case of modules) and programme directors (in the case of programmes). In the academic year , the School reviewed the Law content of its undergraduate programmes. The module General Principles of English Law, delivered by the Law School, had been compulsory for first-year students on the BSc programmes in Accounting & Finance, Money Banking & Finance and the Business Management suite. However, exam board meetings and annual reviews had noted an unusually high failure rate in the module, even after discussions with the Law School had led to the provision of extra support for Business School students. As a result of the review, we decided to withdraw from the Law School s module and instead work with a visiting lecturer to develop a new module specifically designed to cater for the needs of our students and relevant accrediting bodies. As a result, a new second-year module, Law for Accountancy and Business, has been introduced in the current academic year. Programmes learning goals are also subject to scrutiny and review as part of the University s programmes and modules approvals process. Before being delivered to students, all new programme and new module proposals must be reviewed and approved by the relevant Departmental, School and College committees, which are the School s Undergraduate Board of Studies and the College Programme Approval Review Committee (CPARC). New programmes must also be approved by the University Programme Approval Review Committee (UPARC). Learning outcomes for existing programmes are similarly reviewed when major modifications to the structure and content of a programme are proposed. 5.3 STANDARD SEVENTEEN: UNDERGRADUATE EDUCATIONAL LEVEL The bachelor s or undergraduate level degree programs must provide sufficient time, content coverage, student effort, and student-faculty interaction to assure that the learning goals are accomplished Accomplishment of Learning Goals Our degree programmes are organised on the basis of student effort. Each credit that a student takes equates to ten hours of student effort. This effort may take the form of direct contact time with tutors (e.g. lectures, seminars and problem classes) or self-directed study (time spent reading around the subject or in preparation for assessment, as well as in taking the assessment itself). As a rule of thumb, students can expect to receive approximately 20 to 25 hours of direct contact time with academics for every ten credits (100 hours) undertaken. Students requiring further assistance may make an appointment to see the module leader. All academics are required to organise regular office hours for this purpose. Student with academic 82

90 problems of a more general nature may resolve these by meeting with their personal academic tutors. Please refer to section for further information on the personal tutor system. In order to be awarded a degree, undergraduates must take 120 credits in each academic year. Progression from one year to the next is dependent upon passing a minimum of 100 credits (the pass mark for the University s undergraduate programmes is 40%). Students failing to achieve 100 credits during the main assessment and examination period must recover the outstanding credits before they are allowed to progress. Unless they can provide evidence of extenuating circumstances, the marks for any re-sit modules are capped at the pass mark. With the exception of final year modules, students have one opportunity to recover any modules that they might fail, usually in the August supplementary examination period. In addition to the above, students are expected to demonstrate reasonable diligence during their studies (see section for further information). The award of an Honours degree is based on students achieving 320 credits for a three-year programme and 440 credits for a four-year programme. Beyond the pass/fail distinction, students are classified on the basis of their performance. Degree classes are calculated on the basis of a weighted mean mark (WMM). On a three-year programme, 25% of students final WMM is derived from their second-year work. The remaining 75% is derived from their final year grades. First-year work contributes to students credit requirement but not to their final classification. For four-year programmes the WMM is split as follows: 12.5% for year two, 12.5% for sandwich year, and 75% for final year. Students achieving a WMM of 70% or more are awarded a first class degree. Students achieving 60-69% are awarded an upper second; 50-59% a lower second; and 40-49% a third class degree. Students who either fail to pass sufficient credits in total, or fail to pass 100 in the final year, but pass at least 300 credits including at least 80 in the final year, with a WMM of 40% or more, are awarded a pass degree. Additionally, students with mean marks slightly below these borderlines may achieve the higher degree class based on the profile of their module marks: for example, students with a WMM in the range 67-69%, but with a preponderance of marks of 70% or higher, are awarded a first class degree Appropriateness of Educational Level The appropriateness of our awards is ensured through a number of mechanisms. Firstly, standards are maintained through our internal review processes. Students work is marked in line with the learning outcomes set for the module, and with the academic standards set down for the programme as a whole. All marking is anonymous. Assessed work is then internally moderated (again anonymously). The internal moderator reviews a representative sample of the first marker s work. Where the moderator disagrees with the first marking, the work is jointly reviewed by the two markers and the marks adjusted (where necessary). The moderated scripts are then sent out for a second review by an External Examiner. Again, the External Examiner is required to confirm the marking standards for the programme and comment on their comparability with other HE institutions Collaborative Arrangements We have a number of collaborative arrangements for our undergraduate programmes. We take the lead on delivering course content and assessing students work, and partners provide the learning facilities and local administrative arrangements. For programmes delivered in conjunction with the Singapore Institute of Management (SIM), SIM is primarily responsible for recruitment, in accordance with standards set by the 83

91 School, and for the general administration of the programme. However, the course itself is delivered by University of Birmingham staff on a flying-faculty basis. Furthermore, we are responsible for all curriculum development, progression and award decisions. These are made on the basis of the standards set out for the UK programme, and all quality assurance processes, regulations, and the system of marking and moderation are identical to those followed on the UK programme. The collaboration with KPMG on the BSc Accountancy programme allows KPMG to recruit students to the programme, subject to their compliance with academic standards set by the School. Again, the programme is subject to the School and University s standard quality assurance processes, regulations and system of marking and moderation. Students on the BSc International Business, International Business with Language, and Money and Banking with Language programmes spend the third year of their four-year degrees studying overseas either with one of our bilateral exchange partners, or with one of a number of exchange partners operating at University level. The University has a designated Study Abroad and Exchanges team, which oversees both the establishment of new agreements and the management of existing agreements, in compliance with relevant guidance from the national Quality Assurance Agency (QAA). We do not currently run a system of credit exchange with our Study Abroad partners. Instead, the Year Abroad is assessed by a dedicated piece of assessed work, designed to assess the student against the relevant programme goals including, for students on with language programmes, the language component. In order to ensure consistency between students spending their years abroad in different countries and institutions, the assessed work is marked in Birmingham by faculty in the School and, where relevant, the Department of Modern Languages. In addition to completing the assessed coursework, students in their year abroad must have a study plan approved by the Year Abroad Tutor, which specifies modules at the host institution that they should attend and for which they should complete the assessment. However, marks for these modules do not enter the calculation for the students final degree classifications. 5.4 STANDARD EIGHTEEN: MASTER S LEVEL GENERAL MANAGEMENT LEARNING GOALS Master s level degree in general management (e.g., MBA) programs: Knowledge and skills. Participation in a master s level degree program presupposes the base of general knowledge and skills appropriate to an undergraduate degree. Learning at the master s level is developed in a more integrative, interdisciplinary fashion than undergraduate education. The capacities developed through the knowledge and skills of a general master s level program are: Capacity to lead in organizational situations. Capacity to apply knowledge in new and unfamiliar circumstances through a conceptual understanding of relevant disciplines. Capacity to adapt and innovate to solve problems, to cope with unforeseen events, and to manage in unpredictable environments. Capacity to understand management issues from a global perspective. Adapting expectations to the school s mission and cultural circumstances, the school specifies learning goals and demonstrates master s level achievement of learning goals for key management-specific knowledge and skills in each master s level general management program MBA Programme Portfolio Our principal MBA programme is generalist with a strong emphasis on business in the international arena. Our Executive programmes follow the same overall philosophy, but offer flexible delivery for the benefit and convenience of working managers, and necessarily with fewer electives. Two further pathways are offered with industry orientation: Global Banking and Finance (GBF) and Strategy and Procurement Management (SPM). The generalist core is retained in these variations, with the orientation being achieved, effectively, through grouped electives. 84

92 The functional business disciplines are covered in the core modules, and Developing Leadership Practice acts as an integrating module on the full-time programme to enable students to begin to put their knowledge into practice, utilising both their considerable and diverse management experience and their newly-acquired business knowledge. In addition, a strong element of reflective practice supports the development of critical reflection and critical thinking. This pivotal module uses the consultancy model of business engagement to provide experience of consulting to real early-stage clients within a team-based environment. Full-time MBA students have opportunities to engage with three further consultancy-based projects. Within the Executive programmes, strategic management serves as the main integrating vehicle. The functional business disciplines are covered in the core, together with strategic management. The overall emphasis is on the application of analysis. Extensive use is made of case studies, and visiting speakers complement these with examples of live cases. Many of the assignments on part-time programmes are undertaken in-company MBA Learning Goals The MBA mission is to provide students with the knowledge, capabilities and awareness needed to operate effectively in the dynamic international arena and to enhance economic, social and personal well-being. Programme objectives of the MBA include: To develop an understanding of leadership and the development of leadership practice To develop an understanding of and ability to develop and implement strategy To develop an understanding of the factors involved in international business To develop an understanding of how to undertake corporate internationalisation To establish a foundation of business knowledge through an integrated appreciation of marketing, operations, HRM and accounting and finance To develop students confidence and capability for business leadership through multiple group projects within a range of organisational contexts in the UK and overseas. The formally expressed general learning outcomes for the MBA programmes are as follows: Students are expected to have knowledge and understanding of: leadership and the development of leadership practice application of strategy and global strategic development international business business knowledge through an integration of marketing, operations, HRM, accounting and finance international banking regulation and supervision (GBF pathway only) strategic purchasing and supply chain management in both private and public sectors (SPM pathway only) selected electives oriented to MBA pathways Students are expected to have attained the following skills and other attributes resulting in enhanced confidence and business leadership capability through multiple projects within a range of organisational contexts in the UK and overseas: Developing productive relationships, team leading and cultural awareness Analysing problems and sense-making Influencing and gaining commitment Consulting and report writing 85

93 Presenting and meeting skills Undertaking research, interpreting quantitative and qualitative data and critical reflection We express the knowledge and understanding gained from our MBA programmes in the following ways. Understanding the concept of leadership through strategic management We place a clear emphasis on the preparation of MBA students for leadership roles. Core modules specifically address business strategy (including the international dimension) and, together with innovation and entrepreneurialism, study is extended through elective modules such as Implementing Strategy and Managing Change, Leading Strategy and Change, and Directing Strategy. Within the re-designed full-time programme, the consultancy project structure enables students to put their knowledge and skills into practice. Leadership at strategic level requires the understanding and confident deployment of the concepts and tools of strategic analysis. Other aspects of leadership permeate the programme. For example, the Developing Leadership Practice module has components of negotiation, creativity and presentation skills and provides students with the opportunity to practise their skills and reflect on their learning through the challenges of a specific project undertaken for a live client company in the early stages of its development. Group work offers opportunities for leadership in a variety of ways and at various levels. A business simulation is run both as a pressurised competitive exercise and at a slower pace to encourage reflection on leadership and organisational style as well as strategy. Opportunities are provided through the Ethics in Global Business, Ethical Finance and Sustainability, and International Co-operative Strategy modules for students to explore in more detail firms responsibilities to a range of stakeholders and their broader environment. The media training and other aspects of the business communication module teach the public relations aspects so necessary for leadership in the modern world, and the entrepreneurship module emphasises the role of leadership in new business ventures. Integration of new knowledge with previous learning and experience The overall emphasis is on the application of theory in practice and the development of critical and reflective skills. The aim is to facilitate students knowledge and skills development through challenging and engaging learning experiences drawing on both academic and industry knowledge bases. Successful students are able to lead and manage in complex, global environments. Students develop their previous experience in business and management through a number of modules, such as consultancy projects on the full-time programme and the Business Simulation. Analysis of case studies, group discussion and group presentations and assignments provide further opportunities to build on their own experience and draw on the experiences of others as resources for learning and development. There are also opportunities to develop discipline-specific expertise through electives aligned with particular professional functions. It is recognised that learning from peers is an essential ingredient of a high-quality MBA programme. This aim is achieved in a number of ways. Firstly, as a Business School we are keen to uphold the strategy of selecting only students with extensive work experience who thereby bring added value to the classroom experience. Group work is a major theme on the MBA programmes, giving students the opportunity to develop skills of co-operation and communication and to appreciate the challenges of working across functional, cultural, racial and national boundaries. 86

94 Students are assigned randomly to groups on modules that require group work. This is to ensure a mix of functional experience and ability and diversity of nationality, cultural background and geographical work experience. We feel that changing groups by module provides students with a range of group-work experiences and the opportunity to perform different roles within their groups. We regularly seek feedback through the Staff Student Committee as to the effectiveness of group work and changes that might be built into the programme to better facilitate it. Group working is the norm in many modules in which presentations are the key instrument for formative feedback. In some modules there is group assessment. Outside the main modules, students are also required to work in teams, for example during business simulations and Outdoor Experience. On the full-time programme, teambuilding is included in the induction activities and is part of the Developing Leadership Practice module. Knowledge and understanding of organisations, the external context in which they operate and how they are managed Developing advanced-level knowledge of organisations, their management and the environment in which they operate is achieved through the range of core modules, particularly Strategic Analysis of Business, Global Business Development, Marketing Concepts and Practice, and Managing Operations and Projects. Given their experience levels, most of our students have had some exposure to international business and this is enhanced through working in multinational, multi-cultural teams within a curriculum which is heavily oriented towards modern transnational activity and the international business environment. As modern businesses operate in an increasingly global market, we consider that internationalism should be embedded across the curriculum and that international business is not a compartmentalised independent subject. We also recognise that it is essential to raise awareness of the extent and impact of differing cultural practices on business and management practices. Thus, students have the opportunity to undertake the International Business Experience module which, with the support of relevant theory, allows these issues to be considered in practice. Integrate a range of subject areas to understand and address complex situations holistically We emphasise the importance of the compulsory strategic management modules in achieving this aim through the formally taught and assessed components of the module. The modules are backed up with business simulations which represent a balance between theory- and case-based classroom exercises and real life. Central to the full-time MBA is the incorporation of experiential learning opportunities through engagement with external enterprises. This consists of four company-based projects that run through the programme. Although four are offered, only two are compulsory, thereby allowing students some flexibility to tailor their experience. Project opportunities are presented to students in a set order during their learning journey to structure their learning experience effectively toward increasing project complexity and independence. The complex management challenges facing organisations and how they negotiate them to achieve longterm, sustainable businesses are explored from a number of functional perspectives in the core modules and are brought together through strategic management and consulting-style experiential modules to ensure that students acquire a broad appreciation of the multiple facets of sustainability. Opportunities are provided through the elective modules Ethics in Global Business, Ethical Finance and Sustainability, and International Co-operative Strategy for students to explore in more detail firms responsibilities to a range of stakeholders and their broader environment. 87

95 The dissertation is a further area in which students are encouraged to bring together concepts and techniques from different disciplines. From , full-time MBA students have been given a choice of two types of dissertation: Dissertation Type A: Management Challenge A live project with a company, which involves undertaking research consultancy for the firm and producing a report for them, plus research in the form of a literature review, to support a case study dissertation. Dissertation Type B: Research Dissertation An in-depth individual research study of a particular issue within the field of business and management. This outlines their understanding of current theory and literature, describes in detail their data gathering methodology, outlines, analyses and interprets the evidence gathered, and finally explores conclusions and, if relevant to the study, makes recommendations. Executive MBA, part-time SPM, Hong Kong and Singapore MBA students complete a research dissertation. Ability to analyse, synthesise and solve complex unstructured business problems The structure of the programme, with core modules delivered early in the programme followed by projectdriven modules, shapes the student journey to allow for the real world application of both previous and newly-acquired knowledge in increasingly challenging situations. The use of cases moves from illustration of theoretical points and practice in the analytics to problem/issue identification, selection of appropriate analytical tools and increasingly holistic and strategic problem solving. Moreover, students are presented with a range of different challenges, thereby providing the opportunity to apply a wider repertoire of knowledge and skills. All but one of the experiential modules is structured around team consulting, thus offering both team and individual experiences. Executive students who are in employment are encouraged to use their own organisations for these purposes Employer Expectations Our programmes are directed at meeting employer expectations in the following ways: Consistent application of in-depth knowledge and understanding based on previous work experience and advanced study, to complex business situations The aim of the MBA is to build on students managerial experience, developing the breadth of knowledge, understanding and skills required to be effective in a fast-changing, complex international business environment, and preparing them to continue to develop throughout their careers in order to achieve senior leadership roles. Students have the opportunity to apply their knowledge and experience through the analysis of case studies and the preparation of presentations and assignments. The consultancy-based projects on the full-time MBA are structured so that students undertake projects of increasing problem and context complexity and work increasingly independently. Application of strategic management skills at a senior level in changing business environments The Developing Leadership Practice module has been developed as a result of increasing demand by employers for managers who can differentiate themselves through their leadership practice, technical ability, experience and ability to manage and lead effectively. Employers seek candidates at managerial 88

96 levels who are strategically and analytically strong team players, possess effective leadership skills and are effective communicators at all levels. This module is designed to develop and improve key skills to consolidate core learning from the first semester in an experiential context and, working within project teams, to encourage students to reflect upon their key skills, identifying areas for further growth that will ultimately form the constituent elements of their Professional Manager s toolkit. The skills developed are transferable and are used throughout the remainder of the MBA and in students future leadership roles. The Birmingham MBA Deloitte Consultancy Challenge, put together by Deloitte, is a week-long consultancy training programme and simulation to which our full-time MBA students may apply. The programme is delivered by a senior Partner and numerous Deloitte consultants, and the considerable time and investment which Deloitte plough into this programme is unmirrored by any other MBA in the country. Transform organisations through strategic leadership and intellectual rigour The over-arching aim of our MBA programmes is to equip graduates to progress their careers. The strategic approach to teaching, learning and assessment supports this as fully as possible. The emphasis in the strategy modules on strategic change and implementation, together with work on the importance of structure and culture in change management, emphasises the human skills and dynamic capabilities required for change. Insistence on intellectual rigour permeates the programme and is reflected in our assessment methods. The teaching strategy is to focus on topics and sub-topics relevant to the purposes of each MBA programme or pathway. For example, the discipline-related modules that make up the MBA Global Banking and Finance pathway have been designed and selected to ensure that the learning outcomes encompass the knowledge, cognitive and transferable skills expected of a competent finance professional within the broader context of learning outcomes applicable to all our MBA students: the knowledge, abilities and understanding ultimately to perform as senior general managers of complex organisations. Understand and have experience of global issues Awareness of global business issues and the international dimension of conducting business in a globalised world are long-established features of our MBA programmes. As well as being embedded in most modules, some have a specific international focus (such as Global Business Development). The full-time cohort continues to represent a wide range of nationalities (this year from 26 countries), thus providing an in-built resource to inform this aspect of the programme. The UK-based Executive MBA includes international students as well as members of the Hong Kong and Singapore programmes who take advantage of the opportunity to take modules in the UK. The nature and composition of our student cohorts provide an ideal laboratory for cross-fertilisation deriving from their wide range of nationalities, backgrounds and experience. Their relatively high average age, their international diversity and the duration and diversity of their professional exposure provide a reservoir of experience. The diversity of our students spans not only many countries and ethnic origins, but also employer types (public, private, large, small, own business), specialist and general skill sets and company roles. Specific modules with an international and comparative dimension examine different cultural contexts and ways of doing business, e.g. Global Business Development, The International Business Environment, International Business Experience, Ethics in Global Business, Global Marketing Leadership, Business Communications, and International Co-operative Strategy. 89

97 Have well-developed interpersonal skills including the ability to communicate effectively and to interact with groups and individuals at all levels The group analysis and presentation work associated with the strategic management modules provides students with education and training not only in the use and communication of strategic techniques, but also in justifying and defending recommendations in the face of peer group debate and critical scrutiny from experienced staff. In developing and presenting recommendations to companies through the consultancy projects activity, students gain frequent practice in developing rational and coherent arguments with incomplete data. Throughout our programmes we expect to see an improvement in participants abilities to discuss, debate and present complex, often unstructured, business problems and decisions in a confident, coherent and meaningful way. Make sound judgements with incomplete data and communicate conclusions clearly to a range of audiences Verbal and written case presentation is introduced early in the programme and is then used by students across a wide range of modules. Clearly, the issue of judgement based both on relevant disciplinary principles and on the quality of information is integral to this. The four consultancy projects provide clear evidence of students ability to make an impact on organisations by applying their intellect and practising mindful leadership. The core integrating module, Developing Leadership Practice, provides students with an opportunity to make a real change to businesses and to bring an awareness to their own leadership practice, through observation and reflection. In addition, engagement with any of the three additional projects demonstrates to employers that students have developed and practised their leadership and analytical skills. The goldfish bowl presentations in Developing Leadership Practice provide students with the opportunity to observe other teams group work processes and, through comment and reflection, develop and enhance their own skills in relation to team management, team leadership and team membership. Again, the use of the team-based consultancy model simulates the working environment whilst providing the necessary safe environment in which to practise new-found skills and apply new knowledge. Group work is utilised to the full to create a dynamic learning environment which fosters learning through observation, practice and reflection. Be self-directed and able to act autonomously in planning and implementing projects The programme is specifically structured to facilitate the student journey towards growing autonomy in increasingly complex and ambiguous situations, starting with more simple business issues, such as the incubator project, in a team environment and culminating in a more complex business issue set for the individual through the Management Challenge (Type A Dissertation). Students are responsible for planning their own work loads, and allocating work amongst their groups so as to benefit from the specialisation and division of labour and to produce work of good standard to deadlines. Self-accessed modules offered by Careers in Business are available to assist in the development of additional interpersonal and employability skills. Managing Operations and Projects is a core module which introduces the key elements and practices of effective project management. Students are encouraged to apply these principles in their group work and in the delivery of their consultancy projects. 90

98 Take responsibility for continuing to develop their knowledge and skills The MBA purpose is, through a combination of academic and experiential learning, to provide students with the necessary knowledge, understanding and skills to take on challenging leadership roles in a rapidly changing, complex, global business environment and to support their personal career ambitions by fostering a commitment to life-long learning and development. Students are first introduced to reflective practice during their induction and there is further explicit focus within the Developing Leadership Practice module, which aims to reinforce awareness of the value of, and a commitment to, ongoing personal development. Similarly, other modules on the programmes, for example Advanced Leadership (Executive MBA (Singapore)), encourage reflective practice through either the module content and/or the assessment structure. The Developing Leadership Practice module aims to establish students awareness of the value of metacognition and the ongoing development of their skills and impact, both through reflection on their thoughts and actions and by actively seeking feedback from work colleagues. 5.5 STANDARD NINETEEN: SPECIALIZED MASTER S DEGREE LEARNING GOALS Master s level degree in specialized programs: Knowledge and Skills. Participation in a master s level program presupposes the base of general knowledge and skills appropriate to an undergraduate degree and is at a more advanced level. The level of knowledge represented by the students of a specialized master s level program is the: Application of knowledge even in new and unfamiliar circumstances through a conceptual understanding of the specialization. Ability to adapt and innovate to solve problems. Capacity to critically analyse and question knowledge claims in the specialized discipline. Capacity to understand the specified discipline from a global perspective. Master s level students in specialized degree programs demonstrate knowledge of theories, models, and tools relevant to their specialty field. They are able to apply appropriate specialized theories, models, and tools to solve concrete business and managerial problems. Adapting expectations to the school s mission and cultural circumstances, the school specifies learning goals and demonstrates achievement of learning goals in each specialized master s degree program Specialist Master's Programme Portfolio Each of the School s four departments offers a range of specialist master's programmes. These are usually of 12 months duration, but a 24-month version of some programmes (marked with an asterisk in the list below) is also offered to applicants who are not qualified for direct entry to the 12-month programme. The first year acts as a foundation programme in which students must achieve an overall taught average of 60% to be permitted to continue to the second year. The list of programmes (by department) is as follows: Accounting and Finance Marketing MSc International Accounting and Finance* MSc Investments* MSc International Money and Banking MSc Money, Banking and Finance MSc Marketing* MSc International Marketing MSc Marketing Communications MSc Strategic Marketing and Consulting 91

99 Management MSc International Business* MSc Human Resource Management* MSc Human Resource Management with CIPD Each of our specialist master s qualifications has programme-specific learning objectives. For example, our MSc Strategic Marketing and Consulting programme aims to develop an advanced understanding of marketing strategies, processes and skills for students who already have a background in the area. Particular emphasis is placed on commercial engagement and the development of consultancy skills. Similarly, our MSc Human Resource Management (HRM) programmes emphasise the importance of commercial engagement. One version of the HRM programme is accredited by the Chartered Institute of Personnel and Development (CIPD), drawing on the CIPD for its curriculum content and objectives, which therefore differ slightly from the other pathway. By contrast, other programmes are highly technical in nature. The emphasis in these programmes is less on developing generic transferable skills such as business awareness, time management and oral/written communication, and more on developing generic intellectual skills such as proficiency in the academic tools and techniques of the discipline. The programmes offered by the Department of Accounting and Finance would fall into this category. Before joining one of these programmes, students must already be proficient in the use of calculus and standard statistical techniques. However, one thing, in particular, distinguishes our specialist master s programmes from those offered to undergraduates. Although the learning goals for master s programmes fall into the basic categories of (a) knowledge and understanding and (b) skills and other attributes, students are expected to demonstrate a proportionately higher standard of performance at master s level. Each programme has its key selling points, for example: International Accounting and Finance: encompasses accounting in its international, public and private contexts, corporate financial management, private sector investment and foreign exchange markets, aiming to deliver an in-depth knowledge of the theoretical and empirical literature that provides the background to understanding changes and innovations in accounting and finance. Students also acquire a range of skills that can be used to solve real-world problems. Investments: is an intellectually demanding and internationally renowned programme, taught by professional traders with years of experience in the industry and first-hand knowledge of current market regulations, trading techniques, customs and practices, theories and techniques of investments, as well as their real-life applications, designed to develop investments specialists and managers in other corporate bodies. It is based mainly, but not exclusively, on practices in the UK, continental Europe, the USA and some emerging markets. Students are equipped with the skills and knowledge required to function as investments specialists in both domestic and international markets. This degree is intellectually demanding and requires considerable effort; it is structured to prepare students for the challenging work environments they will encounter in the industry. Money, Banking and Finance: there is a worldwide demand, which shows no sign of abating, for those trained in the areas of money, banking and finance. Graduates from this programme hold high-ranking positions in financial centres around the globe. In addition to those aiming for careers in the private sector, it attracts economists currently working in economics, treasury or finance ministries, or in central banks, and graduates preparing for such careers. International Money and Banking: complements the master s programme in Money, Banking and Finance, and, as with that programme, is of particular interest to those wishing to pursue careers in the financial 92

100 sector. It provides advanced knowledge of the related disciplines of macroeconomics, banking, international finance and financial markets. Marketing: is designed for graduates wishing to start, or further develop, careers in marketing. It explores the principles, theoretical concepts and practices of marketing with particular emphasis on contemporary issues and leading-edge marketing thinking. International Marketing: is a conversion programme for applicants without previous knowledge or experience of marketing, but who wish particularly to explore the theory, principles and practices of marketing in the context of a global market environment and the challenges of marketing across countries and cultures. Marketing Communications: is designed for recent graduates and practising managers already familiar with basic marketing concepts, enabling them to develop advanced knowledge and understanding of the theory and practice of integrated marketing communications within a strategic marketing context and managerial framework. The programme is designed specifically to develop critical awareness of contemporary strategic marketing issues, the role of communications in marketing, and a critical approach to the principles and practices involved in planning, creating, managing and evaluating communication campaigns, incorporating both traditional and new media. Strategic Marketing and Consulting: is designed for recent graduates or practising managers already familiar with basic marketing concepts, enabling them to develop more advanced knowledge and understanding of contemporary and complex strategic challenges facing marketers whilst deepening their insight into the theory and practice of specialist aspects of marketing. The course is designed to develop critical thinking, research and communications skills and, uniquely, features consultancy projects which further develop students personal skills for later marketing and consulting careers. The programme is recognised by the ESRC for research training, and also has exemptions from parts of the Chartered Institute of Marketing Professional Diploma. International Business: underlines that business today is global and recognises that multinational corporations are very short of managers from countries other than their domestic base who have the understanding to operate comfortably elsewhere. The course focuses particularly on major emerging economies such as Brazil, China and India, where successful domestic firms are poised to become multinational players through international expansion. The teaching team draws on the talents of internationally respected scholars and highly respected lecturers whose expertise covers globalisation, including regional specialists with expertise on Africa, China, Europe and Latin America. The programme is accredited by the Association of MBAs (AMBA). This accreditation, aimed at Pre-Experience Master s in General Management (PEMM), aims to safeguard standards of excellence and ensure clarity about the purpose of various general management qualifications. Human Resource Management: Many organisations claim our people are our most important asset, and the human resource management function is increasingly significant for business strategy and success. Activities such as recruitment, selection, managing labour relations, training and career development are critically important to the effectiveness of organisations, regardless of location. On completion of this programme, graduates have well-developed knowledge and understanding of current practical, intellectual and policy challenges, including the relationship between human resources and business strategy, its impact on company performance, and the challenges faced when developing HRM strategies internationally whilst considering individual and collective employment rights. 93

101 Human Resource Management with CIPD: has a stronger focus on HRM practice and skill development than the standard pathway and is fully accredited by the Chartered Institute of Personnel and Development, thus providing access to membership of a professional body. This membership is widely regarded as providing a distinct advantage to those wishing to pursue a career in the fields of HRM and employment relations and is increasingly seen as an essential requirement. The programme meets the CIPD s Advanced level criteria, with students taking nine mandatory modules plus the dissertation, enabling those who successfully complete the pathway to apply for Associate and then Chartered level membership, dependent on their HR role/level and experience Specialist Master's Learning Goals Regarding the case for knowledge acquisition, while final year undergraduates are expected to have a detailed knowledge of their areas of specialisation (in addition to a good general knowledge of their discipline as a whole), master s students are expected to be able to demonstrate that they can engage with theoretical/research-based knowledge at the forefront of their subjects. Also, while in the area of generic intellectual skills we typically expect final year undergraduates to be able to abstract data and situations without guidance, critically evaluate evidence to support any conclusions/recommendations they might make as part of an argument, and demonstrate confidence in defining the nature of complex problems, in the case of master s students we expect the following: firstly, that in their ability to analyse problems they are able to perform at a high level even when the state of disciplinary knowledge is complex, contradictory or incomplete; and secondly, that they are able to critically evaluate advanced research and offer alternatives as and when appropriate. This leads on to the third main difference between the master s and undergraduate level as far as generic intellectual skills are concerned. By the time that students have reached the master s level, we are looking for evidence of originality amongst the more proficient students. That is to say, we are seeking evidence that the higher-performing students might successfully make the transition to a professional (i.e. doctoral) level. Specialist master s students are also expected to demonstrate greater proficiency in their generic transferable skills. For example, autonomy is important for all students. However, whilst final year undergraduates are expected to be able to take responsibility for their own work, master's students should also be able to guide the learning of others. The second aspect distinguishing our specialist master s from our undergraduate programmes is the emphasis given to subject-specific skills, in particular in the dissertation. The University requires that all final year undergraduate students undertake a piece of independent research. However, in the case of the School s programmes this accounts for only 20 credits, and students are not required to pass the dissertation in order to be awarded their final degree. By contrast, the final dissertation for a specialist master s student, which is normally 12,000 words in length, accounts for 40 to 60 of the total of 180 credits and must be passed before a student will be awarded the degree. The University also sets minimum thresholds of performance in this element of the programme for the achievement of a specific degree classification. Finally, students are not normally allowed to proceed to the dissertation until they can demonstrate that they have acquired the requisite knowledge base and generic intellectual skills in the taught element of the programme. Standard 20 provides further details. Although all students are allocated an academic supervisor, with whom regular appointments are arranged, for the purpose of overseeing progress on their dissertation, the primary responsibility for producing a thesis rests with the students themselves. The principle function of the supervisor is to provide guidance and instruction to produce a quality piece of academic writing, and to assist on occasions when students 94

102 experience difficulties. Whilst academic supervisors are expected to review draft copies of students work, and provide comments, at each stage of preparation, on the students performance, it is the students responsibility to decide how best to use this feedback. As part of the dissertation writing process students are expected to be able to undertake the following tasks: identify the broad problem area that they wish to research refine this problem area into a research question use their knowledge of the literature to develop their argument where possible (and appropriate) formalise this argument into a set of testable propositions or hypotheses develop a research design/methodology capable of testing their hypotheses use the analytical techniques they have acquired on the programme to gather the data they need to test their argument present this data in an intelligent way provide a critical commentary on their findings, linking back to the initial argument/hypotheses draw more general conclusions about the state of existing subject knowledge in light of their data identify areas for further research In summary, the primary purpose of the specialist master s dissertation is to test students abilities as autonomous learners and, in particular, their ability to make use of their knowledge base/generic intellectual skills to analyse a research problem that they themselves have identified. 5.6 STANDARD TWENTY: MASTER S EDUCATIONAL LEVEL The master s level degree programs must provide sufficient time, content coverage, student effort, and studentfaculty interaction to assure that the learning goals are accomplished. The educational standards that apply to our undergraduate programmes also apply to our MBA and specialist MSc programmes. These include all policies relating to student effort, staff-student contact time, due diligence and quality assurance. The regulations outlined below apply to all MBA and MSc programmes Accomplishment of Learning Goals In order to obtain their degrees students are required to accumulate credits. Credit value is linked to student effort and each credit is equivalent to ten hours of work on the student s part. The main difference between undergraduate and taught master s programmes is that in the latter students are expected to accumulate up to 60 credits for their dissertation out of the total of 180 credits that they must take on the programmes. This is to reflect the greater weight given to students ability to conduct independent research at the master s level. As a general rule of thumb, students taking a master s-level programme might expect to receive 20 to 25 hours of academic tuition for a ten-credit module. Students requiring further guidance may make an appointment to see the module leader. In terms of progression and award, the regulations governing master s programmes are as follows. In the first instance, students must obtain a minimum of 80 credits in the taught element of their programmes. Students will not normally be permitted to proceed to their dissertations until they have satisfied this requirement. Secondly, students must achieve a minimum Weighted Mean Mark (WMM) of 50% in their taught modules to obtain a master s degree. The pass mark for a module is set at 50% (as opposed to 40% in 95

103 the case of undergraduate programmes). Thirdly, students must achieve a mark of at least 40% in every taught module. Students achieving less than 50% for a module are offered one attempt to recover the failed credits. Should they choose to take this opportunity, their marks are capped at 50% (i.e. at the basic pass level). This may become important when calculating students final degree classifications. When students have not achieved the 80 credits that they need to progress, they are required to recover the failed credits. This also applies to students who have achieved less than 40% in any module or a WMM below 50%. The final requirement for achieving a master s degree is that students must pass their dissertation with a minimum mark of 50%. In addition to offering a basic pass, the University also classifies students on the basis of their performance. This performance is measured in terms of the stated module and programme learning goals. The School does not mark to a curve. Students are organised into one of three bands: pass, merit and distinction. The requirements for a pass have already been described. In order to achieve a merit, students must: (a) pass all modules taken; (b) achieve a minimum WMM of 55% in the taught element of the programme; (c) achieve a minimum mark of 55% in the dissertation; and (d) achieve a minimum WMM of 60% across all modules. For a distinction, students must: (a) pass all modules taken; (b) achieve a minimum WMM of 65% in the taught element; (c) achieve a minimum mark of 65% in their dissertation; and (d) achieve a minimum WMM of 70% across all modules. Students not meeting these thresholds may be recommended for an alternative qualification. We offer two such alternatives: Postgraduate Certificates and Postgraduate Diplomas. For a Postgraduate Certificate, students are expected to: (a) achieve a minimum of 40% in at least 60 of the 180 credits that they take; (b) gain at least 40 of these credits at master s level, with a mark of at least 50%; and (c) achieve a minimum WMM of 50% in the 60 credits that they are expected to pass. For a Postgraduate Diploma, students must: (a) achieve a minimum of 40% in at least 120 credits; (b) gain at least 80 of these credits at master s level, with a mark of at least 50%; and (c) achieve a minimum WMM of 50% in these 120 credits Appropriateness of Educational Level Again, our standards are maintained through our policies of internal moderation and external scrutiny (see Standard 17 for a description of these). 5.7 STANDARD TWENTY-ONE: DOCTORAL LEARNING GOALS Doctoral level degree: Knowledge and Skills: Doctoral programs educate students for highly specialized careers in academe or practice. Students of doctoral level programs demonstrate the ability to create knowledge through original research in their areas of specialization. Normally, doctoral programs will include: The acquisition of advanced knowledge in areas of specialization. The development of advanced theoretical or practical research skills for the areas of specialization. Explicit attention to the role of the specialization areas in managerial and organizational contexts. Preparation for teaching responsibilities in higher education (for those students who expect to enter teaching careers). Dissertation, or equivalent, demonstrating personal integration of, and original intellectual contribution to, a field of knowledge. Other areas as identified by the school. We have a large, international doctoral research community which provides good opportunities for intellectual exchange and networking. The main objectives for the future of the programme are interlinked 96

104 and address our strategic priorities, particularly in seeking applications from doctoral students in the following areas: Global value chains, stakeholders, social institutions and processes of social and economic upgrading. Interdisciplinary perspectives on sustainable economic growth, innovation and high-value engineering. The Chinese economy and finance, including international economics, financial reforms, corporate finance and entrepreneurship, corporate governance, growth and innovation. Entrepreneurship and diversity, integrating entrepreneurship and small business research with a wider social science perspective. A multidisciplinary approach to decision making under uncertainty, including behavioural economics and human decision making. We have been providing doctoral programmes since the early days of the last century. Today, research degrees are offered at three levels, MSc, MPhil, PhD and PhD with Integrated Studies, respectively 1 year, 2 years, 3 years and 4 years in duration (full-time and equivalent). Comments in the rest of this section apply essentially to the PhD programme. Doctoral provision is expressed in the University Postgraduate Prospectus as follows: Postgraduate students are members of our wider research community. They participate in research training and seminars, some of them presenting at conferences and publishing before completing their doctorates. As a member of the School, you have the opportunity to meet with scholars from a range of academic disciplines, besides joining an active research environment. Our Doctoral Programme Director is responsible for this area and is supported by the Doctoral Board, comprising representatives from all departments (PGR tutors) in the School and the Doctoral Programme Office. Our provision operates within the context of University Regulations and Codes of Practice and all of our research students are members of the University s Graduate School, which provides a range of support services and training opportunities. We have our own Code of Practice for Management of Postgraduate Research Students which is attached as Appendix 5.4. This document is reviewed annually Doctoral Programme Learning Outcomes The UK Quality Assurance Agency specifies that doctoral degrees are awarded to students who have demonstrated achievement of the following learning goals: the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems a detailed understanding of applicable techniques for research and advanced academic enquiry. On completion of the doctoral degree, holders of the qualification will typically be able to: 97

105 make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas or approaches. In addition, students who have successfully completed the doctoral degree will possess the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments. The achievement of learning outcomes consistent with the qualification descriptor for the doctoral degree normally requires study equivalent to three full-time calendar years. Our doctoral programme has been designed such that, through the academic supervisions and research training programme they receive, students acquire the necessary skills to meet the above learning outcomes. In addition, further skills training offered by the University in conjunction with the training to become a teacher offered by the University and School ensures that our students are prepared for future employment. The culmination of the doctoral programme is the submission of a thesis of around 80,000 words which is defended in an oral examination. The thesis should be a work of original scholarship and be worthy of publication in a journal. This output, along with successful completion of the modules offered on the research training programme (described below), measures whether the learning outcomes for the doctoral programme have been achieved Research Training The majority of our doctoral students are required to undertake 60 core credits of research methods training from the MA in Social Research in their first year of studies. The research training modules we expect doctoral students to take are from the following four 20-credit modules: Introduction to Social Research Research Design Social Research Methods I Social Research Methods II Most students are expected to take the first three modules on the above list. Students researching in the area of Finance in the Department of Accounting and Finance are required to take a different combination of modules, and students researching in the Department of Economics must take and pass research training modules orientated specifically towards Economics students. PhD Students in the Department of Economics are required to take a taught module in Advanced Research Methods in Economics and are strongly recommended to take at least two out of three of the following modules, each of which carries 20 credits: Advanced Research Training in Microeconomics Advanced Research Training in Macroeconomics Advanced Research Training in Econometrics This programme aims to provide students with a thorough and advanced education in social research design and the most up-to-date training in methods of data collection and analysis. The combination of core modules, short courses on more advanced topics and School modules provides flexibility for students to 98

106 relate training to their thesis topic. The core elements of the year one taught programme are delivered by staff across the entire College of Social Sciences, many of whom are engaged in cutting-edge research in their own fields. Students benefit by undertaking modules with others from the College s constituent schools of Business, Education, Government and Society, and Social Policy. Students may also undertake additional training in advanced methods and transferable skills, guided by the regular training needs analysis that forms an essential basis for their Personal Development Plan. Successful completion of the research training leads to progression to the second and third years of the doctoral programme Supervision Arrangements With regard to supervisory arrangements for our doctoral students, we observe the University's Code of Practice on the Supervision and Monitoring of Progress of Postgraduate Researchers. Supervision is offered across all departments of the School, with each student being provided with two supervisors and pastoral support through the Welfare Tutor (Mentor). The same appointments are normally expected to continue throughout a student s full period of study. Academic supervision is intended to reflect the individual needs of students and the context of their study. Both supervisors are responsible for the student, but one is identified as the lead supervisor. Co-supervision is the School s preferred form of supervision arrangement, in which at least two members of academic staff are responsible for the supervision and management of a student. Students should meet their supervisors on a regular basis. The frequency is determined by the supervisor and student and reflects the complexity of the topic as well as the cycle of supervisory requirements that occurs over the course of a postgraduate research degree. It is expected that a minimum of twelve formal, documented supervision meetings are held each year Completion and Progression A Progress Review Panel formally reviews the progress of each postgraduate research student at least once a year. The relevant PGR tutor or other senior member of staff in association with the supervisor(s) conduct these reviews. The Progress Review Panels are responsible for reviewing and discussing students academic progress and other relevant issues and for making or endorsing recommendations regarding student progress or lack of progress. The Annual Progress Review Board makes recommendations regarding students continued registration on the programme on the basis of reports provided by the panels. If student performance is judged to be causing concern, a plan of corrective action is put in place and a second review takes place in September, prior to the student being allowed to re-register. Postgraduate researchers nearing completion are required to submit a Notice of Intention to Submit a Thesis form to the supervisor at least three months before they intend to submit their theses so that the supervisor can acknowledge the impending submission and nomination of examiners can be sought. Students are then examined formally by one internal examiner and one external examiner who are experts in a relevant field of research. The examiners are required to consider whether the thesis submitted demonstrates the creation and interpretation of new knowledge through original research and whether it merits publication. If, in the view of the examiners, this is not demonstrated, the student is either required to resubmit the thesis or is awarded a lesser qualification such as a Master s by research Doctoral Community Students are encouraged to be active members of their departments. They are invited to attend and present at departmental research seminars. An annual PhD colloquium is also held, bringing together doctoral researchers from the Universities of Aston, Loughborough, Nottingham and Warwick, as well as our own, at 99

107 which PhD students present their work to colleagues and academics and gain feedback on their research in a supportive environment Developing Doctoral Researchers as Teachers Although not a requirement, students may undertake teaching duties during their programme. This is, of course, carefully managed to ensure its appropriateness both in terms of the student s workload and development and the suitability of this type of input to the group taught. No student may undertake teaching responsibilities without prior agreement from the departmental PGR tutor and no student may teach more than six hours per week on average over term time, in accordance with the University's Code of Practice governing teaching by doctoral students. All postgraduate students undertaking teaching duties must have attended the basic training module run by the Centre for Academic Learning and Development (CLAD). We are harmonising the monitoring and quality assurance of the teaching provided by postgraduate teaching assistants across departments and working to ensure that the students are also allocated a mentor who can provide advice and support as necessary Programme Evaluation The University's Graduate School conducts an annual review of the Doctoral Programme. General feedback from research students is conducted largely through the Doctoral Programme's Staff-Student Liaison Committee, which meets three times a year. Students have the opportunity to comment on the standard of supervision in their yearly progress review. In addition, students who feel that they are not proceeding satisfactorily for reasons outside their control, including the breakdown of relationships with members of the supervisory team, should notify the Welfare Tutor on pastoral matters, and the Director of the Doctoral Programmes regarding supervisory matters. 100

108 6 EVALUATION AGAINST THE ASSURANCE OF LEARNING STANDARDS FOR BUSINESS 6.1 TABLE 2-1: FIVE -YEAR SUMMARY OF INTELLECTUAL CONTRIBUTIONS Name Accounting & Finance Peer Reviewed Journals Research Monographs Books Chapters Portfolio of Intellectual Contributions Summary of Types of ICs Peer Reviewed Proceedings Peer Reviewed Paper Presentations Faculty Research Seminar Non-Peer Reviewed Journals Others Learning & Pedagogical Research Contributions to Practice Tajudeen Adedeji Nishat Azmat Jane Binner Nicholas Carline Alan Coad Paul Cox Robert Cressy Thomas Cuckston Lucy Dilley Hisham Farag Robert Fleming George Georgiou Daniel Herbert Ronald Hodges Ranko Jelic Rowan Jones Eilnaz Kashefi Pour Steve Keepax Bernard Langford Andrew Lymer Chun Mak Andrew Mullineux Victor Murinde Kean Ow-Yong Nicholas Rowbottom Marek Schroeder Samantha Thewlis Mathew Tsamenyi Ping Wang Discipline- Based Research 101

109 Name Peer Reviewed Journals Research Monographs Books Chapters Portfolio of Intellectual Contributions Summary of Types of ICs Peer Reviewed Proceedings Peer Reviewed Paper Presentations Faculty Research Seminar Non-Peer Reviewed Journals Others Learning & Pedagogical Research Contributions to Practice Economics Facundo Albornoz-Crespo Thomas Allen Athanasios Andrikopoulos Roger Backhouse Ralph Bailey Siddhartha Bandyopadhyay Anindya Banerjee Marco Barassi Giovanni Calice Matthew Cole Giovanna D'Adda David Dickinson Corrado Di Maria Michalis Drouvelis Jayasri Dutta Robert Elliott Marco Ercolani Joanne Ercolani Rosa Fernandez John Fender Christoph Gortz Brit Grosskopf Alessandra Guariglia Marta Guerriero Michael Henry Nicholas Horsewood Martin Jensen Toby Kendall Marianna Koli Pei Kuang Emiliya Lazarova Zhenya Liu David Maddison Afrasiab Mirza William Pouliot Indrajit Ray James Reade John Regan Colin Rowat Cillian Ryan Rajiv Sarin Frank Strobel Kamilya Suleymenova Discipline- Based Research 102

110 Name Peer Reviewed Journals Research Monographs Books Chapters Portfolio of Intellectual Contributions Summary of Types of ICs Peer Reviewed Proceedings Peer Reviewed Paper Presentations Faculty Research Seminar Non-Peer Reviewed Journals Others Learning & Pedagogical Research Contributions to Practice Management Sami Benassi Gillian Bentley Holly Birkett Cathy Bonner Julie Bower John Bryson Fiona Carmichael Caroline Chapain Ian Clark Christopher Collinge Simon Collinson Derek Condon Tom Coogan Lisa De Propris Paolo Di Martino Rory Donnelly Joanne Duberley Paul Edwards Paul Forrester John Gibney Michel Goyer Francis Greene Victoria Hanna Geraint Harvey Andy Hodder Hsiu-Yun Hsieh Liza Jabbour Paul Lewis Christopher Lonsdale Christopher Mabey Christina Niforou Mary O'Mahony Mehmet Oktemgil David Perman Helen Rainbird Paulina Ramirez Pamela Robinson Joseph Sanderson Oded Shenkar William Siebert Kiran Trehan Scott Taylor Glyn Watson Yufeng Zhang Discipline- Based Research 103

111 Name Peer Reviewed Journals Research Monographs Books Chapters Portfolio of Intellectual Contributions Summary of Types of ICs Peer Reviewed Proceedings Peer Reviewed Paper Presentations Faculty Research Seminar Non-Peer Reviewed Journals Others Learning & Pedagogical Research Contributions to Practice Marketing Barbara Armstrong Louise Canning Sarah Forbes Mark Foster David Houghton Peter Hyde Sheena Leek Caroline Moraes Sarah Montano Mark Palmer Andrew Pressey Nasir Salari Cristina Sambrook Eric Shiu Yvetta Simonyan Isabelle Szmigin Inci Toral Hazel Westwood Tao Zhang Discipline- Based Research 104

112 6.2 TABLE 9-1: SUMMARY OF FACULTY SUFFICIENCY BY DISCIPLINE AND SCHOOL Name Participating or Supporting (P or S) Note: Amount of teaching based on 10 credit module = 1 Amount of teaching if P (blank if S) Amount of teaching if S (blank if P) Accounting & Finance Tajudeen Adedeji P 3 Nishat Azmat P Jane Binner P John Cadle S 3 Nicholas Carline P 3 Alan Coad P 3 Anthony Cook S 1 Paul Cox P 3 Robert Cressy P 4 Thomas Cuckston P Lucy Dilley P 2 Keith Dyer S 3 Hisham Farag P 2 Robert Fleming P 5 George Georgiou P 3 Daniel Herbert P 4 Ronald Hodges P 1 Ranko Jelic P 4.5 Rowan Jones P 2 Eilnaz Kashnefi Pour P Steve Keepax P 2 Bernard Langford P 2 Joanne Locke S 1 Andrew Lymer P 1 Chun Mak P 1 Gregory Morris S 1 Lorraine Morris S 2 Andrew Mullineux P 5 Victor Murinde P 1 Kean Ow-Yong P 3 David Oxtoby S 2 Eilnaz Kashefi Pour P 3 Nicholas Rowbottom P 4 Marek Schroeder P 2 Samantha Thewlis P 1 Mathew Tsamenyi P 1 Ping Wang P 3 Jo Watkins S 4 TOTAL ACCOUNTING & FINANCE

113 Name Participating or Supporting (P or S) Note: Amount of teaching based on 10 credit module = 1 Amount of teaching if P (blank if S) Amount of teaching if S (blank if P) Economics Facundo Albornoz-Crespo Sabbatical Thomas Allen P 3 Athanasios Andrikopoulos P 1 Roger Backhouse Sabbatical Ralph Bailey P 3 Siddhartha Bandyopadhyay P 4 Anindya Banerjee Sabbatical Marco Barassi P 2 Giovanni Calice P 3 Peter Cain S 1 Matthew Cole P 3 Giovanna D'Adda P 1 David Dickinson P 3 Corrado Di Maria P 1 Michalis Drouvelis P 1 Jayasri Dutta P 4 Robert Elliott P 2 Marco Ercolani P 3 Joanne Ercolani P 2 Rosa Fernandez P 2 John Fender P 5 Christoph Gortz P 3 Brit Grosskopf P 1 Alessandra Guariglia P 1 Marta Guerriero P 1 Michael Henry P 4 Nicholas Horsewood P 3 Martin Jensen P 3 Toby Kendall P 4 Marianna Koli P 2 Pei Kuang P 2 Emiliya Lazarova P 2 Zhenya Liu P 4 David Maddison P 3 Domineco Mimo S 1 Afrasiab Mirza P 2 Keith Pond S 1 William Pouliot P 3 Indrajit Ray P 4 James Reade P 2 John Regan P 2 Colin Rowat P 2 Cillian Ryan Senior College post holder Rajiv Sarin P 2 Thomas Sebastian S 1 Peter Sinclair S 2 Jackie Smith S 1 Frank Strobel P 3 Eric Strobl S 1 Kamilya Suleymenova P 2 Keith Tribe S 2 Mike Walsh S 2 TOTAL ECONOMICS

114 Name Participating or Supporting (P or S) Amount of teaching if P (blank if S) Note: Amount of teaching based on 10 credit module = 1 Amount of teaching if S (blank if P) Management Paul Aitken S 1 Jo Andrews S 0.3 David Bamford S 1.5 Sami Benassi David Bassett S 2.5 Gillian Bentley P 3.5 Holly Birkett P 1 Cathy Bonner P 1 Adrian Boucher S 1 Julie Bower John Bryson P 2 Fiona Carmichael P 2.5 Caroline Chapain P 2 John Child S 1 Stephen Clapcott S 0.5 Ian Clark P 1.5 Christopher Collinge P 2 Derek Condon Tom Coogan Lisa De Propris P 3 Alex De Ruyter S 1 Paolo Di Martino P 3 Rory Donnelly P 1 Joanne Duberley P 3 Paul Edwards P 1.5 Paul Forrester P 4 Pete Foss S 3 John Gibney P 1 Nicky Golding S 1 Michel Goyer Francis Greene P 2 Victoria Hanna P 2.5 Nigel Hardiman S 2 Julie Hartley S 0.5 Geriant Harvey Jason Heyes S 1.5 Andy Hodder P David Houlcroft S 0.5 Hsiu-Yun Hsieh P 2 Liza Jabbour Maternity leave Paul Lewis P 2 Christopher Lonsdale P 1.5 Christopher Mabey P 0.25 Ron Matthews S 1 Cliff Mitchell S 1.5 Robert Mullings S 1 Christina Niforou Tom O'Connor S 0.25 Mary O'Mahony Mehmet Oktemgil P 5 David Perman P 5.5 Nick Potter S 10 Helen Rainbird P 3 Paulina Ramirez P 3 Pamela Robinson P 25 Terry Rowland S 0.5 David Russell S 0.5 Joseph Sanderson P 4 Thomas Sebastian S 2 Graham Shaw S 1 Oded Shenkar P 2 William Siebert P 2.5 James Slater S 1.5 Scott Taylor Kiran Trehan P 0.5 Nicholas Vasilakos S 1 Glyn Watson P 1.5 Peter Watt S 3 Yufeng Zhang P 1,5 TOTAL MANAGEMENT

115 Name Participating or Supporting (P or S) Amount of teaching if P (blank if S) Amount of teaching if S (blank if P) Marketing Jo Andrews S 1 Barbara Armstrong P 6 Navdeep Kaur Athwal S 1 Riccardo Benzo S 1 Louise Canning P 3.5 Darren Coleman S 4 Dave Picton S 1 Sarah Forbes Mark Foster P 5 David Houghton P 2 Peter Hyde P 6.5 Michelle Leavesley S 1 Sheena Leek P 1.5 Caroline Moraes P 2 Sarah Montano P 6 Deidre O'Loughlin S 1 Mark Palmer P 4.5 Dave Pickton S 2 Andrew Pressey P 3 Alex Reppel S 1 Nasir Salari P 1 Cristina Sambrook P 1 Eric Shiu P 3 Yvetta Simonyan Isabelle Szmigin P 1 Inci Toral P 1 Hazel Westwood P 8 Tao Zhang P 3 TOTAL MARKETING OVERALL SCHOOL Note: Amount of teaching based on 10 credit module = 1 108

116 6.3 TABLE 10-1: SUMMARY OF FACULTY QUALIFICATIONS, DEVELOPMENT ACTIVITIES, AND PROFESSIONAL RESPONSIBILITIES Name Accounting & Finance Highest Earned Degree & Year Date of First Appointment to School Percent of Time Dedicated to the School s Mission Acad Qual Prof Qual Intellectual Contributions Professional Experience Consulting Professional Development Other Professional Activities Tajudeen Adedeji PhD /02/ Y UG/GR/ADM Nishat Azmat PGCE /09/ Y UG/ADM Jane Binner PhD /08/ Y UG/GR/ADM/RES Nicholas Carline PhD /06/ Y UG/GR/ADM/RES Alan Coad MBA /09/ Y UG/GR/ADM/RES Paul Cox PhD /12/ Y UG/GR/ADM/RES Robert Cressy PhD /11/ Y UG/GR/ADM/RES Thomas Cuckston PhD /07/ Y UG/GR/ADM/RES Lucy Dilley BA /11/ Y UG/GR/ADM Hisham Farag PhD /10/ Y UG/GR/ADM/RES Robert Fleming BEd /09/ Y UG/ADM George Georgiou PhD /11/ Y UG/GR/ADM/RES Daniel Herbert PhD /01/ Y UG/GR/ADM Ronald Hodges MBA /03/ Y UG/GR/ADM/RES Ranko Jelic PhD /03/ Y UG/GR/ADM/RES Rowan Jones PhD /10/ Y UG/GR/ADM/RES Eilnaz Kashefi Pour PhD /09/ Y UG/GR/ADM/RES Steve Keepax PGCE /11/ Y UG/GR/ADM Bernard Langford PGDip /09/ Y UG/GR/ADM Andrew Lymer MPhil /09/ Y UG/GR/ADM/RES Chun Mak PhD /09/ Y UG/GR/ADM/RES Andrew Mullineux PhD /10/ Y UG/GR/ADM/RES Victor Murinde PhD /01/ Y GR/RES Kean Ow-Yong MA /03/ Y UG/GR/ADM/RES Nicholas Rowbottom PhD /09/ Y UG/GR/ADM/RES Marek Schroeder MSc /09/ Y UG/ADM Samantha Thewlis MA /09/ Y UG Mathew Tsamenyi PhD /12/ Y UG/GR/ADM/RES Ping Wang PhD /08/ Y UG/GR/ADM/RES Other Number of Contributions during the last five years Normal Professional Responsibilities 109

117 Name Highest Earned Degree & Year Date of First Appointment to School Percent of Time Dedicated to the School s Mission Acad Qual Prof Qual Intellectual Contributions Professional Experience Consulting Professional Development Other Professional Activities Economics Facundo Albornoz-Crespo PhD /09/ Y RES Thomas Allen PhD /09/ Y UG/ADM Athanasios Andrikopoulos PhD /09/ Y UG/ADM Roger Backhouse PhD /01/ Y RES Ralph Bailey MSocSc /05/ Y UG/ADM Siddhartha Bandyopadhyay PhD /09/ Y UG/GR/ADM/RES Anindya Banerjee DPhil /09/ Y UG/GR/ADM/RES Marco Barassi PhD /09/ Y UG/GR/ADM/RES Giovanni Calice PhD /09/ Y UG/GR/ADM/RES Matthew Cole PhD /09/ Y UG/GR/ADM/RES Giovanna D'Adda PhD /09/ Y UG/GR/ADM/RES David Dickinson PhD /10/ Y UG/GR/ADM Corrado Di Maria PhD /01/ Y UG/GR/ADM/RES Michalis Drouvelis PhD /08/ Y UG/GR/ADM/RES Jayasri Dutta PhD /10/ Y GR/ADM/RES Robert Elliott PhD /09/ Y UG/GR/ADM/RES Marco Ercolani PhD /09/ Y UG/GR/ADM/RES Joanne Ercolani PhD /09/ Y UG/GR/ADM/RES John Fender DPhil /06/ Y UG/GR/ADM/RES Rosa Fernandez PhD /09/ Y UG/GR/ADM Christoph Gortz PhD /07/ Y UG/GR/ADM/RES Brit Grosskopf PhD /09/ Y UG/GR/ADM/RES Alessandra Guariglia PhD /09/ Y GR/ADM/RES Marta Guerriero MSc /09/ Y UG/GR/ADM Michael Henry PhD /02/ Y UG/GR/ADM/RES Nicholas Horsewood MPhil /09/ Y GR/ADM Martin Jensen PhD /09/ Y UG/GR/ADM/RES Toby Kendall PhD /09/ Y UG/ADM Marianna Koli PhD /01/ Y UG/ADM Pei Kuang PhD /08/ Y UG/GR/ADM/RES Emiliya Lazarova PhD /01/ Y UG/ADM/RES Zhenya Liu PhD /12/ Y GR/ADM David Maddison PhD /01/ Y GR/ADM/RES Afrasiab Mirza PhD /09/ Y GR/ADM/RES William Pouliot PhD /08/ Y UG/GR/ADM/RES Indrajit Ray PhD /09/ Y UG/GR/ADM/RES James Reade PhD /09/ Y UG/GR/ADM/RES John Regan PhD /09/ Y UG/GR/ADM Colin Rowat PhD /09/ Y UG/GR/ADM/RES Cillian Ryan PhD /08/ Y ADM Rajiv Sarin PhD /09/ Y UG/GR/ADM/RES Frank Strobel PhD /09/ Y UG/GR/ADM/RES Kamilya Suleymenova PhD /09/ Y UG/ADM Other Number of Contributions during the last five years Normal Professional Responsibilities 110

118 Name Highest Earned Degree & Year Date of First Appointment to School Percent of Time Dedicated to the School s Mission Acad Qual Prof Qual Intellectual Contributions Professional Experience Consulting Professional Development Other Professional Activities Management Sami Benassi PhD /02/ Y UG/ADM/RES Gillian Bentley MPhil /11/ Y UG/GR/ADM/RES Holly Birkett PhD /01/ Y UG/GR/ADM/RES Cathy Bonner MBA /08/ Y UG/ADM Julie Bower PhD /03/ Y UG/GR/ADM/RES John Bryson PhD /04/ Y UG/GR/ADM/RES Fiona Carmichael PhD /09/ Y UG/GR/ADM/RES Caroline Chapain PhD /04/ Y UG/GR/ADM/RES Ian Clark PhD /01/ Y UG/GR/ADM/RES Christopher Collinge MPhil /11/ Y UG/GR/ADM/RES Simon Collinson DPhil /10/ Y ADM/RES Derek Condon PhD /07/ Y UG/GR/ADM Tom Coogan PhD /09/ Y UG/GR/ADM Lisa De Propris PhD /01/ Y UG/GR/ADM/RES Paolo Di Martino PhD /09/ Y UG/GR/ADM/RES Rory Donnelly PhD /04/ Y UG/GR/ADM/RES Joanne Duberley PhD /09/ Y UG/GR/ADM/RES Paul Edwards DPhil /04/ Y UG/GR/ADM/RES Paul Forrester PhD /01/ Y UG/GR/ADM/RES John Gibney PhD /03/ Y UG/GR/ADM/RES Michel Goyer PhD /06/ Y UG/GR/ADM/RES Francis Greene PhD /04/ Y UG/GR/ADM/RES Victoria Hanna PhD /04/ Y UG/GR/ADM/RES Geraint Harvey PhD /04/ Y UG/GR/ADM/RES Andy Hodder PhD /09/ Y UG/GR/ADM Hsiu-Yun Hsieh PhD /09/ Y UG/GR/ADM/RES Liza Jabbour PhD /09/ Y UG/GR/ADM/RES Paul Lewis PhD /04/ Y UG/GR/ADM/RES Christopher Lonsdale PhD /12/ Y UG/GR/ADM/RES Christopher Mabey PhD /01/ Y GR/ADM/RES Christina Niforou PhD /04/ Y UG/GR/ADM/RES Mary O'Mahony PhD /01/ Y ADM/RES Mehmet Oktemgil PhD /08/ Y UG/GR/ADM David Perman BSocSci /10/ Y UG/GR/ADM Helen Rainbird PhD /10/ Y UG/GR/ADM/RES Paulina Ramirez PhD /08/ Y UG/GR/ADM/RES Pamela Robinson PhD /01/ Y UG/GR/ADM/RES Joseph Sanderson PhD /10/ Y UG/GR/ADM/RES Oded Shenkar PhD /09/ Y UG/GR/ADM/RES William Siebert PhD /01/ Y UG/GR/ADM/RES Scott Taylor PhD /04/ Y UG/GR/ADM/RES Kiran Trehan PhD /02/ Y UG/GR/ADM/RES Glyn Watson PhD /10/ Y GR/ADM Yufeng Zhang PhD /06/ Y UG/GR/ADM/RES Other Number of Contributions during the last five years Normal Professional Responsibilities 111

119 Name Highest Earned Degree & Year Date of First Appointment to School Percent of Time Dedicated to the School s Mission Acad Qual Prof Qual Intellectual Contributions Professional Experience Consulting Professional Development Other Professional Activities Marketing Barbara Armstrong MBA /12/ Y UG/GR/ADM Louise Canning PhD /10/ Y UG/GR/ADM/RES Sarah Forbes PhD /01/ Y UG/GR/ADM/RES Mark Foster BA /06/ Y UG/ADM David Houghton PhD /09/ Y GR/ADM/RES Peter Hyde MBA /02/ Y UG/GR/ADM Sheena Leek PhD /09/ Y UG/GR/ADM/RES Caroline Moraes PhD /04/ Y UG/ADM/RES Sarah Montano PhD /01/ Y UG/GR/ADM Mark Palmer PhD /01/ Y UG/GR/ADM/RES Andrew Pressey PhD /06/ Y GR/ADM/RES Nasir Salari MSc /09/ Y UG/GR Cristina Sambrook PhD /09/ Y GR/ADM Eric Shiu PhD /09/ Y UG/GR/ADM/RES Yvetta Simonyan MSc /11/ Y UG/GR/ADM/RES Isabelle Szmigin PhD /09/ Y UG/GR/ADM/RES Inci Toral PhD /09/ Y UG/GR/ADM Hazel Westwood MA /01/ Y UG/GR/ADM Tao Zhang PhD /08/ Y UG/GR/ADM/RES Other Number of Contributions during the last five years Normal Professional Responsibilities 112

120 6.4 TABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTY Qualification AQ faculty- PQ faculty- Other faculty- Qualification (Academic-AQ, % of time % of time % of time Ratios Name Professional-PQ, Devoted devoted devoted per Std 10 Other-O) To Mission to mission to mission (from Table 10.1) (from Table 10.1) (from Table 10.1) (from Table 10.1) Accounting & Finance Tajudeen Adedeji AQ 100 Nishat Azmat O 56 Jane Binner AQ 100 Nicholas Carline AQ 100 Alan Coad AQ 100 Paul Cox AQ 100 Robert Cressy AQ 100 Thomas Cuckston AQ 100 Lucy Dilley PQ 100 Hisham Farag AQ 100 Robert Fleming O 80 George Georgiou AQ 100 Daniel Herbert AQ 100 Ronald Hodges AQ 100 Ranko Jelic AQ 100 Rowan Jones AQ 50 Eilnaz Kashefi Pour AQ 100 Steve Keepax PQ 100 Bernard Langford PQ 60 Andrew Lymer AQ 100 Chun Mak AQ 100 Andrew Mullineux AQ 100 Victor Murinde AQ 100 Kean Ow-Yong AQ 100 Nicholas Rowbottom AQ 100 Marek Schroeder AQ 50 Samantha Thewlis O 20 Mathew Tsamenyi AQ 50 Ping Wang AQ 100 TOTAL ACCOUNTING & FINANCE

121 Qualification AQ faculty- PQ faculty- Other faculty- Qualification (Academic-AQ, % of time % of time % of time Ratios Name Professional-PQ, Devoted devoted devoted per Std 10 Other-O) To Mission to mission to mission (from Table 10.1) (from Table 10.1) (from Table 10.1) (from Table 10.1) Economics Facundo Albornoz-Crespo AQ 100 Thomas Allen AQ 100 Athanasios Andrikopoulos AQ 100 Roger Backhouse AQ 100 Ralph Bailey AQ 100 Siddhartha Bandyopadhyay AQ 100 Anindya Banerjee AQ 100 Marco Barassi AQ 100 Giovanni Calice AQ 100 Matthew Cole AQ 100 Giovanna D'Adda AQ 100 David Dickinson AQ 100 Corrado Di Maria AQ 100 Michalis Drouvelis AQ 100 Jayasri Dutta AQ 100 Robert Elliott AQ 100 Marco Ercolani AQ 100 Joanne Ercolani AQ 100 John Fender AQ 100 Rosa Fernandez AQ 100 Christoph Gortz AQ 100 Brit Grosskopf AQ 100 Alessandra Guariglia AQ 100 Marta Guerriero AQ 100 Michael Henry AQ 100 Nicholas Horsewood AQ 100 Martin Jensen AQ 100 Toby Kendall PQ 100 Marianna Koli AQ 100 Pei Kuang AQ 100 Emiliya Lazarova AQ 100 Zhenya Liu AQ 60 David Maddison AQ 100 Afrasiab Mirza AQ 100 William Pouliot AQ 100 Indrajit Ray AQ 100 James Reade AQ 100 John Regan AQ 100 Colin Rowat AQ 100 Cillian Ryan AQ 100 Rajiv Sarin AQ 100 Frank Strobel AQ 100 Kamilya Suleymenova AQ 100 TOTAL ECONOMICS

122 Qualification AQ faculty- PQ faculty- Other faculty- Qualification (Academic-AQ, % of time % of time % of time Ratios Name Professional-PQ, Devoted devoted devoted per Std 10 Other-O) To Mission to mission to mission (from Table 10.1) (from Table 10.1) (from Table 10.1) (from Table 10.1) Management Sami Benassi AQ 100 Gillian Bentley AQ 100 Holly Birkett AQ 100 Cathy Bonner PQ 30 Julie Bower AQ 100 John Bryson AQ 100 Fiona Carmichael AQ 100 Caroline Chapain AQ 100 Ian Clark AQ 100 Christopher Collinge AQ 100 Simon Collinson AQ 100 Derek Condon PQ 100 Tom Coogan AQ 100 Lisa De Propris AQ 100 Paolo Di Martino AQ 100 Rory Donnelly AQ 100 Joanne Duberley AQ 100 Paul Edwards AQ 100 Paul Forrester AQ 100 John Gibney AQ 60 Michel Goyer AQ 100 Francis Greene AQ 100 Victoria Hanna AQ 100 Geraint Harvey AQ 100 Andy Hodder AQ 100 Hsiu-Yun Hsieh AQ 100 Liza Jabbour AQ 100 Paul Lewis AQ 100 Christopher Lonsdale AQ 100 Christopher Mabey AQ 100 Christina Niforou AQ 100 Mary O'Mahony AQ 100 Mehmet Oktemgil O 100 David Perman O 100 Helen Rainbird AQ 100 Paulina Ramirez AQ 100 Pamela Robinson AQ 100 Joseph Sanderson AQ 100 Oded Shenkar AQ 50 William Siebert AQ 100 Scott Taylor AQ 100 Kiran Trehan AQ 100 Glyn Watson AQ 100 Yufeng Zhang AQ 100 TOTAL MANAGEMENT

123 Qualification AQ faculty- PQ faculty- Other faculty- Qualification (Academic-AQ, % of time % of time % of time Ratios Name Professional-PQ, Devoted devoted devoted per Std 10 Other-O) To Mission to mission to mission (from Table 10.1) (from Table 10.1) (from Table 10.1) (from Table 10.1) Marketing Barbara Armstrong PQ 100 Louise Canning AQ 100 Sarah Forbes AQ 100 Mark Foster PQ 90 David Houghton AQ 100 Peter Hyde PQ 100 Sheena Leek AQ 100 Caroline Moraes AQ 100 Sarah Montano O 100 Mark Palmer AQ 100 Andrew Pressey AQ 100 Nasir Salari PQ 100 Cristina Sambrook PQ 70 Eric Shiu AQ 100 Yvetta Simonyan AQ 100 Isabelle Szmigin AQ 100 Inci Toral AQ 80 Hazel Westwood PQ 90 Tao Zhang AQ 100 TOTAL MARKETING OVERALL SCHOOL

124 November 2013 University of Birmingham EQUIAACSB Appendices 7 APPENDICES APPENDIX 1. 1 EXTRACT FROM UNIVERSITY ORDINANCES 3.9 Heads of Colleges The Heads of the Colleges of the University shall be appointed by the Council on the recommendation of a committee, whose composition shall be specified by the Council and which shall include Professors from the College concerned The Heads of Colleges shall be employed by the University with such duties, at such remuneration and upon such terms and conditions as set out in the contract of employment, provided always that such duties shall include the following: (a) responsibility to the Vice-Chancellor for the financial and academic management of the College in the interests of achieving stated University aims and objectives; and (b) responsibility through the Vice-Chancellor to Council for maintaining and promoting the standards, efficiency and good order of the College in accordance with the policies and procedures laid down in the University Legislation, or determined from time to time by resolutions of Council and or Senate A Head of College may resign by writing in a letter signed by him or her and addressed to the Vice- Chancellor Heads of Schools Heads of Schools within a College shall be responsible to the Head of the College for maintaining and promoting the standards, efficiency, financial and human resource management and good order of the unit in accordance with the policies and procedures laid down in the University Legislation, as determined from time to time by resolutions of Senate and/or Council Heads of Schools shall be ex officio members of the College Board The Head of College, while remaining accountable as in Ordinance 3.9, shall determine, in consultation with the College Board, which areas of management shall be devolved to the Heads of the Schools The University Executive Board shall appoint the heads of the Schools within a College, on the recommendation of the Head of College. Where a vacancy occurs in the headship of a School, the Head of College shall formally consult members of the Academic Staff of the unit concerned regarding the headship. All such appointments shall be for a specified period of normally three years. The appointment may be renewed for a further period of not normally more than two years A Head of a School may resign by writing in a letter signed by him or her and addressed to the Vice- Chancellor. 117

125 November 2013 University of Birmingham EQUIAACSB Appendices APPENDIX 1. 2 RELATIONSHIP WITH THE COLLEGE OF SOCIAL SCIENCES The relationship between the College of Social Sciences and Birmingham Business School Introduction In the context of the forthcoming appointment of a Head of Birmingham Business School (BBS), and wider discussions about the most appropriate approach following the completion of the recent restructuring across the College, this paper summarises the proposed relationship between the College of Social Sciences (CoSS) - and thus the University of Birmingham (UoB) - and BBS. It has been agreed with the BBS Management Team and is active from February 1 st The first and important point to emphasise is that BBS is a full component part of the UoB and thus subject to the provisions of its Charter, Statutes and Ordinances and the policies and procedures that follow from these. At the same time, BBS is a member of a community of world-wide business schools which have a range of governance and accountability frameworks and these shape the internal aspirations and external expectations of these schools; these aspirations and expectations are most tangibly reflected in the criteria used by agencies that accredit them. The second important point to stress is the commitment of the CoSS to supporting BBS in becoming one of the top 10 business schools in the UK and top 50 business schools in the world. In pursuit of this shared ambition during the course of the recent restructuring of the CoSS: - almost doubled the number of academic staff in BBS with the amalgamation of the predecessor BBS with the Department of Economics and the Centre for Urban and Regional Studies; - located two (out of three) initial College Research Centres within BBS; and - confirmed changes to the internal management arrangements of the school. In all three cases, and anticipating a discussion below about the setting of strategic direction, the Head of the CoSS supported initiatives that in large part originated within BBS itself. At the same time, the Head of CoSS also agreed to a process for a strategic review of BBS which is being led by the School Management Team and where all of the individual review groups are being chaired by BBS staff. This leads onto the third and final important point to highlight at the outset. Regardless of their particular corporate form, all business schools and thus their leaders - are accountable for achievement of their broad goals and specific targets to a body external to the school itself. In the case of UoB, this accountability is to the Head of the CoSS and the College Board which provides advice to the Head. As a member of the College Board, the Head of BBS is thus instrumental in shaping the overall framework within which BBS is held to account for delivering on the strategic and operational priorities which the Head of College agrees with the School. Strategy As has been illustrated above, the strategy for BBS originates from within BBS. Naturally, this strategy is approved and monitored within the framework that is set by the Head of College and the College Board which is, in turn, shaped by the corporate ambitions of UoB. Within this framework - which is currently presented in the form of an annual compact between College and School - the Head of the CoSS is committed to the principle of optimising the amount of delegation to BBS for the determination of its long-term strategic priorities. As a consequence, the Head of College actively supports the role of the BBS Advisory Board in shaping the strategy of the School (and, indeed, the Advisory Board which do/will play a similar function for the two College Research Centres within BBS). 118

126 November 2013 University of Birmingham EQUIAACSB Appendices There are two other groups which play a role in the strategic process. The first is the College Learning and Teaching Committee. The purpose of this committee is to support the Head of College, College Board and Heads of Schools in developing, maintaining and promoting excellent and effective learning and teaching within the College. The BBS Director of Learning and Teaching is a member of this Committee. The second is the College Research and Knowledge Transfer Committee. Its purpose is: to develop, maintain and promote active Research and KT projects within the College; to foster within the College a strong research ethos; and to initiate appropriate action to emphasise academic staff research responsibilities. The BBS Director of Research and KT is a member of this Committee. Overall, the function of these two Committees is to put in place cross-college initiatives that will underpin and enhance strategies emerging from Schools in the College. Of course, and as the presence of these two committees suggests, many aspects of the BBS strategy are supported by activities outside of the school itself. Two examples will serve as brief illustrations here, one campus-wide and one College specific. The first is the development programmes for academic and other staff provided by the Academic Practice and Organisational Development unit of the University. The second is the initial funding support for new research initiatives provided by the Advanced Social Sciences Collaborative within CoSS. As a consequence, the aspirations of BBS are enhanced by its presence within the corporate structures of University and College. Operations Operational management of day to day BBS activities takes place within the BBS. This is most apparent in the circa 50 administrative staff in BBS that are directly accountable to the BBS Operations Manager who then reports to the Head of School on the routine delivery of effective support services by these staff (see organisational chart attached). The professional supervision and support of the School Operations Manager is undertaken by the College Head of Operations. There are a number of administrative support staff based in BBS who provide specialist services (marketing, alumni, IT, research support) to the School. Whilst these staff also report to the Head of School on the routine delivery of effective support services in these areas, they receive professional supervision and support from a College-based lead in their field. At the same time, these College-based leads also have a portion of their time - typically around 25% - allocated to BBS (and are themselves, with the exception of research support, accountable to specialists in these areas employed at University level); this allocation adds considerably to both the capacity and capability of these functions available at School level. Routine human resource issues are managed within the School within day to day line management arrangements. BBS is allocated 50% of an HR specialist by the CoSS to support the handling of more complex HR matters. This postholder is accountable to the College Head of HR. Taken together, these arrangements ensure that operational management is handled at School-level whilst enabling ready access to expertise and experience in particular around best practice and personal development - that would not be sustainable at School level. Finances BBS is a budget-centre within the College of Social Sciences based around six (five departments and the Centre for Public Service Partnerships a College Research Centre) Management Information Units. Within an overall UoB budget model that currently funds activity based on the delivery of the targets outlined in the compact mentioned above, an income and expenditure account is produced for BBS. This overall budget model contains specific measures to incentivise innovative academic activities and these will be developed further (clearly, it is not possible for the CoSS to suggest any developments outside of the institutional budget model). The BBS I&E account which is unique in UoB - enables the Head of School and SMT to identify surpluses and deficits across BBS. A proportion of any overall surplus will be retained within the School according to a formula which will be agreed within the CoSS and UoB during each financial year. 119

127 November 2013 University of Birmingham EQUIAACSB Appendices By far the largest budgets in the School relate to staff. Proposals for recruitment to or amendment of academic or support posts are made by the Head of School and approved by the Head of College (and in the case of professorial posts by College Board and University Executive Board). This process is set out in a separate document. Most non-staff budgets are also managed at School level. Those relating to the specialist fields discussed in the section above (e.g. marketing) are the subject of annual debate at College Board and, following an agreed allocation to activities most appropriately undertaken on a cross-college basis, the remainder is delegated to the relevant lead member of staff in each School to manage. Branding The CoSS has ensured that there are no implications for BBS as a consequence of Colleges being incorporated in the UoB arrangements for corporate branding. Conclusion This paper sets out the relationship between the CoSS and BBS from February 2009 onwards. It will be subject to annual review by the Head of BBS and Head of College. Of course, any such relationship whilst requiring clarity about its foundations also needs mutual respect and occasional compromise in order to flourish and this is the spirit within which the relationship is conducted. Professor Edward Peck Head of College of Social Sciences January

128 November 2013 University of Birmingham EQUIAACSB Appendices APPENDIX 1. 3 BBS: STRUCTURE, GOVERNANCE AND FACULTY ROLES Birmingham Business School: Structure, Governance and Faculty Roles Simon Collinson - October 2013 Following the success of the School s investment case, whereby the University Executive Board has signed off a substantial upfront investment in BBS (May 2013), we have made a number of structural and governance changes which are summarised in this paper. These are necessary for BBS to achieve the ambitions described in the strategic plan. It has involved the creation of a School hub and other changes to enable administrative economies of scale, clearer governance and stronger School-level coordination in order to: (1) Better-connect our internal operations, related to teaching programmes, research and administrative activities, with the external-facing activities of the School, including student and faculty recruitment, marketing and user-engagement and impact. (2) Provide a consistent and professional front and contact point for current and potential partnerships from other parts of the University and from external organisations (3) Focus School-wide efforts on core teaching programmes and promote the sharing of good practices, new learning materials etc. across programmes (4) Facilitate the development of, and support for, research clusters which will bridge faculty departments It is essential that we effectively and efficiently prioritise the allocation of resources and the efforts of faculty and staff to focus on our strategic goals. The restructuring of the professional services staff is progressing well, with the consultation period completed and new roles and decision-making responsibilities being allocated this Term. We are now moving forward with the recruitment of new posts and higher-grade support staff (see the separate paper on BBS Professional Services restructuring). This has been designed to complement the kind of faculty structure outlined in this paper. A high-level organogram below outlines some elements of a matrix structure encompassing programs, the support services, a research function and a larger number of faculty departments compared to the recent past. These are specialist subject groups with the responsibility to service the teaching programmes and manage faculty research activities. Although specific faculty have programme director roles, departments do not have group responsibility for managing programmes or launching new ones. Responsibility for this lies with the Teaching and Learning committee chaired by the Director of Education which is accountable for the strategic development of the School s program portfolio and reports to the Senior Management Team (SMT; shown in green on the organogram, with the names of the current role holders). Economics remains as a hybrid model, with greater autonomy than central departments to manage its programme portfolio and its distinctive research portfolio. Resources available to departments, including faculty vacancies are determined partly by their contribution to School programs and research clusters. Although still under development, the work load model (WLM), showing the time allocation for academic staff will be transparent to all and underpin the terms of trade across the School. That is, new posts, research funding and facilities are linked to the amount of time faculty from each department spend on teaching and associated programme-related activities. The WLM will also reflect time spent on academic leadership roles, committee work and other internal and external-facing responsibilities. 121

129 November 2013 University of Birmingham EQUIAACSB Appendices An Outline of the Structure of BBS Dean (Collinson) Deputy Dean (Lymer) PROGRAMS Director of Education (Kendall) Director of PG Programs (Condon) Doctoral MBA MSC UG Progr Dir + Progr Team Lead for each SCHOOL SUPPORT SERVICES Head of Operations (Hamley) School Hub: academic support, senior faculty P.A., facilities & services External relations: Corporate links, marketing, events, recruitment, employment liaison, careers Accreditation, rankings, teaching quality & enhancement, e-larning Director of Faculty (Brammer) RESEARCH Director of Research (Rainbird / Duberley) Research Cluster Directors Heads of Departments Faculty Departments Research Cluster Research Cluster Research Cluster Research Cluster Research Cluster We anticipate that a wide range of faculty within departments will connect to a greater or lesser degree to one or more of the research clusters, as they are selected and become active. Research strategy and budgets, including oversight of the clusters, are the responsibility of the Director of Research and the Research Committee. We have restructured the School s professional support staff and are recruiting over 20 additional posts to support faculty and programmes. Support services are coordinated from the School Hub. Academic support and programme support in the Hub connect with external relations, recruitment and marketing and with the dedicated programme teams. New faculty roles supporting the Dean within the School Hub have been introduced into the structure, including a Deputy Dean (Lymer) and a D i r e c t o r o f Faculty (DoF; Brammer). T h e D e p u t y D e a n m a n a g e s t h e School-wide planning, resource-allocation and budgeting processes jointly with the Dean and other senior faculty. This includes overseeing the development of annual strategic plans by programs and faculty departments. He is also the lead for business development in relation primarily to new programs (alongside the School and College Directors of Education), corporate / executive engagement and continued professional development (CPD). This includes a lead role in developing and managing external partnerships in relation to such programs. The new role of DoF leads on the development and recruitment of faculty, including promotions, performance reviews, mentoring and support for both teaching and research capacity-building across departments and programs. He liaises with College and the University on faculty HR matters and works with the Operations Manager (Hamley) on the HR, F&P committee. The long-standing senior roles of Director of Education ( D o E ; K e n d a l l ) and Director of Research (DoR; Rainbird / Duberley) are maintained, with some revisions. While the DoE has overall responsibility for teaching 122

130 November 2013 University of Birmingham EQUIAACSB Appendices programmes the role of Director of Post Graduate Teaching Programmes (DoPGT; Condon) has also been introduced. Working closely with the DoE the DoPGT has responsibility for developing post-graduate programmes across the School and leading the coordination and development of our international partnerships. The DoE continues to be the formal representative from the School on the relevant College and University committees and have overarching responsibility for all Programmes. The DoR is also an existing role in the School but now has greater powers over the allocation of research budgets, with the support of the Research Committee, and responsibility for the development of the Research Clusters. Research Cluster Directors report to the DoR. The senior academics holding these roles are members of the Senior Management Team (SMT) which is the toplevel committee in the School s governance structure, Chaired by the Dean. SMT is responsible for ensuring the School follows its mission, makes progress towards its stated strategic goals and meets its obligations to College, the University and its stakeholders more generally. Further details on the key committees and senior faculty roles are below. Key Faculty Roles Deputy Dean of the Business School [new] 75 percent role for 4-years Strategy development and implementation; including working with the Dean and other senior faculty and relevant committees at School, College and University levels to fulfil the strategic aims of the School. Managing School-wide planning, resource-allocation and budgeting jointly with the Dean and other senior faculty. Liaising with College and other parts of the University as appropriate across these areas. Maintaining and developing the School work-plan as a central planning tool, connecting our financial and human resources with our strategic plan, including the income-generation commitments from programme expansion Monitoring progress towards the implementation of the strategic priorities identified in the School Plan, and reports on this to SMT and relevant committees Oversees the development of annual strategic plans by programs and faculty departments and ensures integration across sub-units and alignment with the overall strategy. This includes providing guidance (e.g. on planning parameters, assumptions, format) to other responsible faculty and ensuring that a business plan is available from each area annually, in line with the School and College business planning timetables Co-ordinates the School s committee and decision-making structures, ensuring effective communication and feedback between these structures, so that decisions are made on the basis of sound and timely information Lead for business development in relation primarily to new programs (alongside the School and College Directors of Education), corporate / executive engagement and continued professional development (CPD). This includes a lead role in developing and managing external partnerships in relation to such programs Liaison with College and other parts of the University as appropriate across the above areas. Represents the Dean and the School at internal and external events, committees and meetings as required and to have the authority to Deputize for the Dean in his absence. Any routine deputising on College or University committees would be at the discretion of the relevant Chair. Director of Faculty [new] 50 percent role for 4-years Assists the Dean, SMT and Department Heads with faculty recruitment and HR development across the School 123

131 November 2013 University of Birmingham EQUIAACSB Appendices Manages the PDR process and other performance review and appraisal processes with the Dean and liaising with College and the University as required Works with Heads of Departments, the Directors of Research and Education on mentoring, skills development and performance management Reports to and potentially could Chair HR F&P Director of Education To assist and advise the Dean and the relevant School Committees on a range of strategic issues related to the development and management of the School s teaching programmes. To assist the College Director of Education in developing a strong learning and teaching culture within the College To develop and support the implementation of a School Learning and Teaching strategy which is consistent with the University s strategy, working closely with other colleagues as appropriate To represent the School on appropriate College committees and act as the principal line of communication between the School and College L&T Committee To examine the performance of the School in relation to Learning and Teaching, including that indicated by: the National Student Survey and internal Student Satisfaction Survey; employment and retention data; qualifications awarded data; complaints. Identifying action to encourage continuous improvement and portfolio development, with other colleagues as appropriate. To have oversight of the portfolio of programmes in the School, management of programme approval and withdrawal processes and ensuring the overall coherence of the School s teaching programmes To chair the School Learning and Teaching Committee. Oversee the External Examiners process for all programmes To ensure, in conjunction with the Dean, that external accreditation processes are effectively managed Director of Post Graduate Teaching Programmes Because of the challenging commitments in the School investment case to expand current teaching programmes and launch new ones additional academic leadership is needed to support the DoE role. The Director of PG programmes has a remit to complement the DoE, encompassing three related areas of responsibility: 1. Oversight of all PG programmes. This includes leading a PG curriculum review to support the strategic development of the programme portfolio led by the DoE 2. Responsibility for managing and developing the School s international partnerships. The main priorities are the launching of the Guangzhou MBA, the expansion of our SIM partnership, the start of the Hong-Kong MBA and the development of our Indian markets 3. Supporting the development of online and alternative delivery models in the School. This involves engagement with and support for the College and University plans for external partnerships which will accelerate our ability to leverage online platforms to enhance our teaching portfolio. Director of Research Ensures that the School s research strategy is developed, communicated and implemented Assists the Dean, SMT and the College Director of Research in developing a strong research culture in the School and monitoring and enhancing the research performance of academic faculty Chairs Research Committee, manages the School research budgets and links the School strategy with research opportunities and initiatives from all faculty 124

132 November 2013 University of Birmingham EQUIAACSB Appendices Responsible for improving the School s research income by encouraging and supporting funding applications, including collaborative bids at the College, University levels as well as externally, nationally and internationally Monitors and manages the School s Research Clusters (Cluster Directors report to DoR) including the cluster funds available through the investment case. Manages the allocation of other research funds (Doctoral scholarships, Fellowships and the innovation fund) available to the School from the University investment and elsewhereacts as primary link with Research Support Services at College and University levels Department Heads [revised] Allocation of resources, primarily teaching faculty, to programmes via the work load model (WLM). Management of group-level budgets, allocated according to teaching programme contributions. This would include responsibility for teaching fellows and contract teaching in relation to the group s subject areas. Managing research budgets allocated from Research Committee. Responsible for developing and coordinating research activities within the department and in collaboration with other departments and research clusters Responsible for faculty development and recruitment in relation to subject area, working with faculty director and the Dean Provide support and guidance on issues relating to research applications, leadership, grant management, publication strategy etc. and be the main point of contact for faculty in the group and main School committees Manages PDRs for group faculty Time allocation: proposed percent time, depending on group size. Committee Structure (1) Senior Management Team (SMT). Chaired by the Dean. Fortnightly. Responsible for developing, progressing and monitoring the School strategy, setting priorities in the context of the external environment (new competitive threats and opportunities), major initiatives and requirements from College and the University and internal faculty, staff and resources. Assists the Dean in improving the performance of the School and meeting the commitments described in the investment case across all areas of the School Supports the development and implementation of the external relations and marketing strategy, aligned with the main principles of the College and University Considers periodic reports, curriculum reviews, competitor and market analysis to revise the School strategy as required Considers reports from HR & FP, Research and T&L Committees and guides strategy and implementation within and across these areas Members: Deputy Dean, DoE, DoR, DoF, DoPGT and Head of Operations. Head of Economics department. (2) Human Resources, Finance and Planning (HR & FP). Chaired by the Dean or Faculty Director. Fortnightly. Prioritises resource-allocation to implement the School s strategic plan, oversees School finances, recruitment and investments 125

133 November 2013 University of Birmingham EQUIAACSB Appendices Approves requests for new faculty, staff and resources from Department Heads and the Head of the Economics Department. Department Heads will be invited to present cases in person or via a nominee, or submit appropriate documentation. Approves requests for new staff and resources from Programme heads Members: Deputy Dean, DoE, DoR, DoF and Head of Operations. College Finance and HR representatives. (3) Research Committee. Chaired by Director of Research Responsibility for allocating and monitoring research funding, promoting research excellence and increased grant income Oversight of research cluster strategy, including monitoring and reporting on progress against Director s strategic plans Considers reports from research clusters and major projects Members: Research Cluster Directors, Heads of faculty Departments or nominees, Director of Research for Economics (4) Teaching and Learning committee. Chaired by Director of Education Oversees the delivery of School teaching programmes and the development of the programme portfolio in line with the commitments of the School s strategy and investment plan Assesses progress with annual and long-term strategic plans for the development of new programmes and enhancement or extension of existing programmes in light of both internal ( supply-related ) and external (market and competitor-related) factors Manages major initiatives and requirements from College and University committees that relate to the School s teaching programmes Considers and provides feedback on reports from HR & FP, Research and T&L Committees Members: Programme Directors, Head of Operations, Department Heads or nominees, Director of Education for Economics, MA Director (5) School Advisory Board. See separate paper. 126

134 November 2013 University of Birmingham EQUIAACSB Appendices APPENDIX 1. 4 PROFESSIONAL SERVICES REVIEW Birmingham Business School Overview of Professional Services Historically, Birmingham Business School (BBS) has experienced significant growth and expansion particularly in student numbers but investment in professional services has not kept pace with this growth. Upon appointment in September 2012, Simon Collinson articulated an ambitious and comprehensive strategy which requires significant investment in the School's Professional Services. Between June 2013 and October 2013 BBS engaged in a significant reorganisation of its professional services. The structure (see attached diagram) is enhanced in terms of both volume of staff numbers and configuration so that it better supports the student and academic community within the School. The main characteristics of the new structure of the School s professional services team are as follows: An immediate investment (Phase 1a) of 244,650 ( 305,813 with on-costs) to bring BBS in line with other Schools in the College and with competitor business schools by: The creation of 15 entirely new posts to add greater depth to the team and enhance operational resilience; A comprehensive review of the job descriptions of 32 post holders and raising the seniority and FTE across the structure, particularly around supporting programmes and developing the School Hub; 21 post holders will experience no significant change apart from minor realignments and adjustments to job descriptions; The removal of 2 posts that are no longer required. 1. A second layer of investment of 232,836 ( 291,045 with on-costs) in Phase 1b will be released throughout 2014/15 to add additional support to the School as it expands its activities in line with the revised strategy. 2. The Careers in Business Team will formally move under the School s line management during 2013/14. The rationale for the new structure is to transform the professional services team into a unified and coherent structure which is positioned to provide expertise, support and significantly improved capacity to support the School s ambitions. It will achieve this by: Strengthening the management of professional services within the Business School through the appointment of a senior Grade 9 Operations Manager (now in post) who has sufficient gravitas to lead professional services through the period of the review and beyond ensuring at all times that there are sufficient resources in place to support and underpin strategic priorities. Strengthening the structure supporting the School's educational programmes ensuring that they are appropriately and consistently resourced reflecting the growth in student numbers and bringing them into line with other School in the College thereby ensuring the provision of a first class service to both students and academic staff making best use of streamlined, user-friendly processes and existing and new technologies. Maximising the support to the Head of School and SMT allowing them to take more of a strategic view, based on sound market intelligence and management information. Ensuring the management of transparent and effective governance, decision-making and communication processes to ensure BBS can respond quickly to new challenges and initiatives. 127

135 November 2013 University of Birmingham EQUIAACSB Appendices Providing professional support to academic staff to allow them to focus on teaching and research. Providing students with excellent careers advice and supporting them to find work both as an integral part of their programmes of study and post-graduation. Marketing BBS programmes strategically in order to maximise recruitment of the best students from a variety of national and international markets. Taking a joined-up approach to external relations in order to raise BBS s profile and reputation, maximising engagement with alumni and building long term partnerships with businesses, policy makers and other stakeholders. Ensuring that BBS buildings and other facilities and services are of a quality befitting a global business school. 128

136 November 2013 University of Birmingham EQUIAACSB Appendices 129

137 November 2013 University of Birmingham EQUIAACSB Appendices APPENDIX 1. 5 SCHOOL COMMITTEE DIAGRAM 130

138 November 2013 University of Birmingham EQUIAACSB Appendices APPENDIX 1. 6 VISION AND STRATEGY Birmingham Business School Vision and Strategy Professor Simon Collinson and Colleagues (1) Introduction: This paper provides a vision and strategy for Birmingham Business School (BBS), describing the aspirations which will guide our development to This includes the challenges we face and our strategic aims, priorities and targets in five key areas: a student-centred approach; world class research aligned with user needs; productive engagement and impact; an international presence and profile; a financially sustainable business model. The School s vision and strategy is outlined in two phases: 2013/14 to 2015/16 investment and renewal; 2016/17 to 2019/20 achieving a premier position as a world class business school. The aim is to achieve a position amongst the top-10 business schools in the UK and top-75 in the World. It is set in the context of the University of Birmingham s strategy Shaping our future: Birmingham 2015, the College of Social Sciences Compact and the School s own aspirations to establish firmly its role as a global business school, but one very much embedded in its local community and the University of Birmingham. We focus here on the first of these phases and the developments that will be funded from investments that we have secured from the University. Key Challenges in a competitive environment Good business schools have evolved to be particularly strategic in considering the combination of market trends (domestic and international), their in-house faculty and staff capabilities and competitor strengths and weaknesses when developing new programmes and more generally allocating resources and recruiting talent. This has become increasingly important as: Most UK-based business school programmes rely progressively more on international recruitment Demand for competent and experienced faculty has increased faster than supply, in general and in particular specialist fields more than others, this has influenced salaries and faculty recruitment more generally The demand for specialised and highly professional non-faculty support staff (for marketing, recruitment, careers services, international partnering, online delivery, etc.) has also outstripped supply New competitors have evolved, particularly in mainland Europe and emerging economies such as China and India, strongly subsidised by universities and often governments investing in future revenue potential Students and corporate clients have become more sophisticated in their selection of preferred suppliers and more focused on specific kinds of added-value gained from particular programmes and schools. 1 In the UK there are 130 business schools and globally there are an estimated 14,000 HE institutions offering business degrees all competing for faculty, students, funding and the top spots in various rankings. The majority are financially successful and subsidise other parts of their host universities. For UK schools this financial success 1 See: Thomas, H., Thomas, L. And Wilson, A. (2013) Promises Fulfilled and Unfulfilled in Management Education, EFMD Perspectives, Emerald Publishing: Bingley 131

139 November 2013 University of Birmingham EQUIAACSB Appendices is mainly due to the growth of both domestic and international students taking business and management degrees. 2 But market demand, certainly current patterns of demand, cannot be expected to continue over the long term. Given the competitive environment, the need for differentiation and innovation, as well as a clear strategy and a well-structured and well-resourced School, has never been greater. VISION Our vision is shaped and driven by being part of the wider academic community of the University of Birmingham and by its links to key regional constituencies. But it also takes account of the key competitors and changing markets, threats and opportunities for business schools in the UK and abroad. By 2017 the School aims to: be a top 10 UK business school and in the top 75 internationally achieve the triple crown business school accreditation with AMBA, EQUIS and AACSB be the regional business school of choice for students, businesses and policy makers make a significant contribution to debates of national and international significance In order to achieve these aims the School will: Offer high quality undergraduate and postgraduate programmes with an international focus delivered to the best students from the UK and around the world Carry out internationally-recognised research, relevant to local, national and international businesses and policy makers Engage productively in order to build on existing partnerships and develop new ones with other parts of the University and businesses, universities and policy makers locally, nationally and globally Take full advantage of its position in a world-leading university and the broader context of the College of Social Sciences to explore the role of a business school in broader scientific, cultural and intellectual debates Attract the best students and staff from the UK, Europe and the rest of the world and be the regional business school of choice for students and businesses Sustain, grow and diversify its income streams in order to invest in world-class staff and facilities and provide a strong surplus for other parts of the University Provide excellent services to students, staff and external stakeholders utilising our research expertise, delivered by talented staff and backed up by efficient and effective systems and processes MISSION Local Commitment with Global Impact Our mission at Birmingham Business School is to be a research-led, multi-disciplinary, international business school developing a new generation of global business leaders and entrepreneurs. 2 In the UK business education accounts for one in eight undergraduates, one in five postgraduates and one in four international students. For details see the ABS (2010) HESA Student/Staff/Finance Records & ABS / Nottingham Economics report 'The Impact of Business Schools in the UK'

140 November 2013 University of Birmingham EQUIAACSB Appendices We are committed to making a difference: by enabling our graduates to add value throughout their careers; by providing superior business intelligence to our partners; and by focusing our research on the key challenges that face our economy and our society. VALUES The School shares the University s values which are: Excellence we are committed to excellence at the heart of everything we do Distinctiveness we are clear about what makes us stand out amongst our national and international peers Impact we make a difference in Birmingham and the region, across the country and around the world Confidence we are confident in ourselves, in our direction and in our common purpose Pride we celebrate the quality of our staff and students, the prestige of our heritage and location, and being an elite University. Our stakeholders in the local community and beyond take pride in us The School also has its own clear set of values which guide and inform everything it does: Valuing the individual we recognise and value the central role of individuals in the School, in the business world and in the broader community. We value human interaction and engagement and aim to create an academic environment which is intellectually challenging, whilst also valuing the contribution and needs of individual staff and students Ethical awareness we believe that awareness of ethical issues must inform all debates regarding business in the 21st Century Genuine transformative engagement we believe business schools can make a genuine difference, not just to the students who study with us, but to broader national and international communities Working in partnership with the local community we take seriously our historic role in the City of Birmingham and the contribution we can make in engaging with civic leaders and supporting and advising local policy makers Local commitment with a global reach we are proud of our long history of serving the City of Birmingham and the wider West Midlands community. But Birmingham businesses have also always had a global impact and we are proud to maintain and grow that tradition Business within a broader intellectual context our key role in the College of Social Sciences and within the University of Birmingham as a whole means we are able to see business research and education in a much broader social, cultural, scientific and economic context. Current strengths and weaknesses In the wider competitive context Birmingham Business School (BBS) has survived well, but has yet to achieve the status and reputation commensurate with its position in a leading University and Britain s second city. BBS has developed a strong core set of research-active faculty who are expected achieve a much-improved ranking in the forthcoming 2014 REF exercise as compared to the 2008 RAE. This is particularly impressive given that the School has managed to produce a very strong financial contribution in recent years. This financial contribution has largely been driven by the development of new programmes and new international partnerships to recruit additional students. Key strengths of the School include: Its position in a leading University with a strong overarching strategy, healthy finances, capable and 133

141 November 2013 University of Birmingham EQUIAACSB Appendices supportive teams at the College level and the University centre and a range of complementary departments. The support of the College and University is evident in the recent approval of a 10 million investment in a much- needed Business School Postgraduate Teaching Centre. Some leading faculty in specific fields, including: international business and HRM, entrepreneurship, managerial economics, global manufacturing, public services accounting, responsible business, environmental economics, quantitative finance, regional economic growth and sustainability, the growth of and interaction with the Chinese economy and decision making under uncertainty A solid portfolio of teaching programmes providing a strong surplus for the University, with strong links with business underpinning a reputation for graduate employability An enviable Advisory Board, an excellent level of engagement with regional and international businesses and very good links with policy makers involved with economic growth and business promotion There is considerable potential to build on all of these strengths and they are referred to in more detail throughout this document. There are also a number of weaknesses which we have begun to tackle under the current strategic plan. Some of these are not obvious but would significantly affect the ability of the School to maintain its existing strengths and the financial contribution that benefits the College and the University in the future. These include: A difficulty in recruiting and retaining world-leading faculty, which is a challenge we share with other Schools around the world Some over-reliance on part-time visiting lecturers (PTVLs) for maintaining teaching programmes Under-resourcing, relative to competitors, of specialist professional services staff to manage programme operations, marketing, corporate engagement, international developments and e-learning An over-reliance on international students coming to the UK to study, particularly those from China on some key programmes A weak brand identity or external profile, reputation and status, which has an impact on recruitment of both faculty and premium-fee students We are now addressing these issues in order to further improve the School s position in key global rankings. This is essential in the highly competitive markets in which business schools operate. They are real, perceived and proxy measures of quality and market value relative to competitors and are in turn influenced by a variety of programme characteristics (for example, NSS scores and staff-student ratios for the Times and Guardian UG tables and salary increases and alumni opinion for the FT MBA rankings). As such they are a major differentiator in the marketplace and a very important selection criterion for students looking to invest in their education, particularly for postgraduates paying premium fees. The investment we have been awarded allows us to improve our position in these rankings and build on the strengths outlined above. As with other University departments, a higher-ranking attracts more students and enables a level of selectivity which drives up the quality of programme cohorts and in turn maintains or improves a School s ranking position. Where market-based programmes dominate the teaching portfolio this also directly influences the price point; the ability to charge a particular fee for a particular programme. Business schools have operated in this environment for some time; most other University departments are now entering the same environment as the removal of the cap on UK undergraduate recruitment at ABB+ and the introduction of variable fees radically alter the higher education market. 134

142 November 2013 University of Birmingham EQUIAACSB Appendices Achieving our ambitions by 2020 Several future scenarios are possible for the School. Maintaining our current financial contribution and the improvement we have achieved in research excellence beyond REF 2014 is itself a considerable challenge, given the competitive environment and the above weaknesses. Our ability to invest a larger proportion of the financial contribution we generate over the coming years enables us to maintain a positive trajectory. We will build on the above strengths and leverage the School s excellent potential to improve our standing in the rankings, enhance the quality of our research and our teaching programmes and achieve the reputation and standing commensurate with being a leading business school, as well as delivering an even higher financial contribution. To implement our strategy we have set a number of key priorities: 1. We will target, recruit and retain leading faculty and experienced professional services staff to drive the School forward. New faculty are needed to build our world- class scholarship, strengthen our academic leadership capabilities and support the research clusters initiative outlined below. 2. Additional professional services staff are needed to enhance the quality of our teaching programmes, improve our operational efficiency and respond to new business development opportunities. 3. We will develop our marketing capabilities to strengthen student recruitment efforts and communicate a distinctive identity around the quality and impact of our research. 4. We will build new international partnerships and extend current joint-ventures to enhance our research and internationalise our teaching programmes. 5. As part of the latter objective we will invest in the development of e-learning resources for targeted programme opportunities. The additional resources awarded by the University allow us to pursue both planned and opportunistic new business development and research funding initiatives. These are outlined over two timeframes: stage 1 from 2013/14 to 2015/16 and stage /17 to 2019/20 with sequenced investment and expansion. (2) The Financial Position of the School BBS has generated a healthy financial contribution in recent years with significant growth in student recruitment (36 percent from 2008 to 2012) and a much lower complement of professional services staff than competitor Schools. A high level of faculty vacancies in the past has contributed to this position but has been partly offset by a large PTVL (part-time visiting lecturers) spend (over 1.5 million in 2011/12). This has been an efficient way to grow teaching programmes but has left the School with a weak staff-student ratio (SSR) and under-resourced in terms of academic and research leadership as well as professional services staff. Figure 1 shows the change to our TRAC position from 2008/09 to 2011/12, comparing the Business School to the other Schools in the College of Social Sciences (CoSS). Figure 2 breaks this down over the same time period into income, expenditure and our net financial contribution. 135

143 November 2013 University of Birmingham EQUIAACSB Appendices Figure 1. Birmingham Business School s TRAC Performance in the Context of CoSS Figure 2. Birmingham Business School s Income and Expenditure Growth ( 2008/ 09 to present) The total income earned by the Business School in 2011/12 was million. This included 18.2 million income from market priced courses Costs, totalling 30 million included million Direct costs, 0.69 million College Hub costs and million Corporately Controlled costs. The net full economic cost (FEC) surplus amounted to just under 6 million in 2011/12. The School s income has grown from million in 2008/09 to million in 2011/12 (46 percent). This increase has largely been due to the growth in market price courses from million in 2008/09 to 18.2 million in 2011/12. In the same period direct costs have increased from million (2008/09) to million (less than 10 percent), while the corporately controlled costs have increased from 8.24 million (2008/09) to million (45 percent). Moreover, the overall Contribution to University Costs has grown from 10.6 million in 2008/09 to 20.6 million in 2011/12 (94 percent). Of the final net surplus achieved in the past a small proportion has come back to the School as reinvestment. However, this has now changed. First, the University has agreed to invest 10m in a new Business School Postgraduate Teaching Centre (PGTC), funded through a down payment from the College s retained surplus and targeted growth. This is a welcome development and the new facilities will improve our ability to attract and 136

144 November 2013 University of Birmingham EQUIAACSB Appendices provide a high quality experience for premium fee students. Second, we have upfront funding, over and above the annual funds coming to the School. This enables us to invest in new faculty and staff, enhance our research and our teaching programmes and launch a marketing campaign to further develop the School s reputation. These plans are outlined below. New Investment and Income Given the Business School is one of the few Schools that operate in a sector of University education which still has substantial growth potential, the School s financial development focuses on teaching programme expansion as the major source of additional income going forward. We also project a growth in research income following the initial investments in research capacity outlined in Table 1. There are other sources of income which we will pursue, but which are not integral to our main growth plan as they are less reliable. These include endowment income and matched funding, for example to sponsor a proportion of the PGTC capital investment project are also a target. These are highly unpredictable sources of income and we intend to work towards them as additional bonus income streams. We also have aspirations to grow our CPD and executive education provision, but this is not without risks, relative to the more reliable growth plan presented below. Table 1 below outlines the income and expenditure projections associated with the near- term Stage 1 in the strategy. It focuses on specific opportunities for growth in teaching programme recruitment and income through 2015/16 in which there is a high level of confidence in delivery. The fuller School strategy document identifies a number of further growth opportunities which the School will pursue, but which are less developed and in which there is therefore a lower degree of confidence at this stage. These are the Kaplan partnership (UG Accounting and Finance), a new BSc in Finance and introduction of a range of part-time variants on current MSc programmes. If successful, these could deliver an additional 1.4m across 2014/15 and 2015/16. Successfully delivering these would require additional faculty, staff and other investments over and above those outlined in the Table. Table 1: An overview of investments, additional income and costs 2013/14 to 2015/16 13/14 14/15 15/16 Total 16/17 k k k k k Additional contribution from new / expanded programmes MSc Finance (720) (744) (1,464) (769) MSc HRM (44) (46) (47) (137) (49) MSc Management (297) (307) (604) (317) MSc International Economics (76) (76) (76) (228) (76) MBA Guangzhou (103) (188) (188) (479) (188) MSc Fee Increase (exc Economics) (406) (406) (406) MSc Fee Increase (Economics band change) (573) (573) (573) BSc Management with Communications (154) (314) (468) (477) BSc Management with Marketing (314) (314) (637) Additional income from research awards (110) (161) (323) (594) (323) Strategic Investment required (333) (1,642) (3,292) (5,267) (3,815) Professional Services staff , Academic posts ,391 2,154 1,391 Marketing Research , MBA Investment MSc Investment UG Investment ,014 2,046 2,647 5,707 2,558 Net Investment sought/(generated) (645) 440 (1,257) 137

145 November 2013 University of Birmingham EQUIAACSB Appendices These investments and additional income contribution from taught programmes are over and above those already committed by the Business School as part of the business case for the PGTC. In terms of student numbers, if the targets agreed in January 2013 are achieved, the School s intake will be 270 (14 percent) higher in 2013/14 than in 2011 /12. If the targets in the strategy are achieved, the School s 2015/16 intake will be 222 (10 percent) higher than the agreed 2013 target. It should also be noted that: The professional services review lists the cumulative additional costs for new posts and salary uplifts each year. As discussed below these result from the investment and restructuring case and are staggered over 2013/14 and 2014/15. Academic posts assume 65k average costs per post. See below regarding the total growth in faculty and staff numbers. The agreed MBA investment is in addition to 200k per year previously agreed The 2016/17 costs are estimates, but any on-going investments will be subject to a review prior to this financial year. Non-School costs, including our contribution to central University costs are assumed to grow proportionally in line with our growth in student numbers, no more. Therefore we assume other things being equal in terms of the base case we can provide our income growth line against our own School expenditure growth line and show a clear increase in net surplus. From these projections the overall net investment in the first two years (2013/14 to 2014/15) is estimated to be just over 1 million ( 1,085k). This is the difference between the total investment of 3.06 million (lower-half of Table 1) and the estimated net additional revenues of 1.97 million (the top-half of Table 1) over these two years. By 2015/16 we estimate that additional income will exceed the level of investment for that year. The overall net investment for the three year plan 2013/14 to 2015/16) is 440k (total investment of 5.71 million minus additional income of 5.27 million). Of the total 5.71 million investment 3.71 million applies to faculty and staff recruitment, so could be considered long-term investment resulting in permanent costs. Just under 2 million relates to the remaining investments, with no lock-in for on-going investments past 2015/16. Clearly it will be necessary to review both kinds of investment periodically. All figures for 2016/17 are indicative estimates. The net investments we are making should be seen not just in the context of the additional income shown in Table 1. They are necessary to maintain the existing income streams ( 36 million) as well as underpin the growth that will deliver the additional 5.61 million revenue set-aside for the PGTC. I.e. To achieve a total income of over 46 million by 2015/16 and attain the other goals described in this proposal the School requires the investment of 5.71 million which has now been awarded by the University. Stage 2 of the strategy (2016/17 to 2019/20) will provide the opportunity to leverage the benefits of higher quality faculty and staff, a stable surplus and a restructured School for further, more aggressive and innovative developments. Faculty and Staff In the past the School has carried a large level of faculty vacancies (over 30.4 FTEs in early 2013). Over the past 6 months the School has moved closer to full complement (estimated as a faculty: student SSR of 20.7:1). The additional growth shown in Table 1 above will require additional faculty and staff recruitment to maintain the respective SSRs and the improved quality of the faculty and staff component relative to student numbers. Table 1 shows the additional number of faculty (above current full complement) required to keep pace with the projected growth in student numbers; 21.4 more FTEs by This presents us with a challenge to recruit over 50 FTEs over three years, but this also represents a significant opportunity to revitalise our faculty and target 138

146 November 2013 University of Birmingham EQUIAACSB Appendices leading scholars to complement our research strategy (below) as part of the Stage 1 plan. We will periodically review the targeted investment in faculty and staff. The current investment in professional services staff is the result of an extensive analysis by an external consultant. This involved comparisons with other business schools as well an internal assessment of the volume and calibre of current staff. The resulting 60-page paper detailing options for additional posts was circulated, discussed and revised. This has resulted in the basic template for the recent restructuring and on - going recruitment in new staff posts. The costs of this new administrative structure are included in Table 1, across two phases. Phase one will bring BBS in line with competitor business schools, with the creation of 13 entirely new posts. 32 existing posts are restructured and recycled with new Job Descriptions, with 10 re-graded to a higher grade and 7 with an increased fte. Phase two then involves further investment in new posts in , as the School begins to expand its activities in line with the agreed strategy. We would expect the costs for to be higher as the level of professional services staff needs to keep parity with faculty and student growth rates, as the School expands its activities. Restructuring the School The above restructuring of the professional services staff is part of a broader change in the structure of the School. A School hub is being created and ownership of core School programmes is moving from Departments to the centre. This will allow for clearer governance, administrative economies of scale and better Schoollevel coordination to connect internal operations (programmes, research and resource-allocation) and external relations (recruitment, marketing and engagement). Programmes and specialist faculty groups will form two sides of a matrix organisation with research clusters spanning both. New faculty roles supporting the Dean within the School hub have been introduced, including a Deputy Dean and a Faculty Director to work alongside the existing Director of Education and Director of Research. Longer-term financial stability As described throughout this paper Stage 1 of the School strategy aims to enhance our research, our engagement with external partners and our brand through recruitment of leading scholars and improvements in the School s professional services provision. This will happen in parallel with a set of reliable growth initiatives that will produce additional income for on-going reinvestment. In the remainder of this paper we provide further detail around the planned developments and investments in our teaching programmes, research, professional services and marketing. (3) BBS Teaching programmes: current and future Since 2007, student numbers have expanded significantly with a commensurate increase in revenues. The School s UG student population has grown from 1274 in 2007 to 2311 in 2012; and its PGT population has grown from 1147 to 1371 in the same time period of which 87 percent are overseas students. The Business School now accounts for 14 percent of all registered students within the University, 36 percent of all full-time postgraduate students and 38 percent of all overseas students. We have maintained strengths in some areas relative to competitors, notably our ranking in terms of graduate employability which has proved to be attractive in the current economic environment. We have also launched some successful new initiatives recently, such as the KPMG School Leavers programme, which are helping to maintain revenues and enhance the School s reputation. We aim to build on these successes through investments designed with the following priorities: a) improvements aimed at enhancing the quality of our programmes and lifting our position in key rankings 139

147 November 2013 University of Birmingham EQUIAACSB Appendices b) a short to medium-term plan for extensions and developments to current programmes to grow our student numbers and revenues (primarily for 2013 to 2017) c) longer-term portfolio developments d) more ambitious expansion and opportunistic developments e) e-learning. Here we provide a summary. Programme Improvements A key priority, ahead of growth is to improve the quality of our current programmes to improve our NSS scores and positions in the rankings. The investment in additional professional services staff and faculty is central to these goals. Although we have developed plans for the whole portfolio of programmes, including MSc and PhD cohorts, here we focus on direct investments in the Undergraduate programmes and the BBS MBA as these drive our current key rankings. Undergraduate programmes (total investment 214k to 2015/16): There is a need to enhance the quality and attractiveness of the Undergraduate programme portfolio, with a particular focus on the Business and Management degree. We are working on a series of initiatives to sustain the programme. Together these will cost in the order of 70k p.a. in steady state. There are two main strands. The first will improve our recruitment activity through more visits to schools and a series of promotional activities. The total cost here is about 20k p.a. The second strand is the programme itself. The central need here is to enhance support for the Year in Industry variant, which is the most popular, and growing, option so that support is on a par with our competitors. We will appoint a further placements officer and also feel that our students merit team-building and extra-curricular activities similar to those provided by competitors. The cost is about 30k p.a., which is included in the professional services investment package. We are also establishing a development fund to support business ideas devised by students themselves, to support a sense of ownership of and commitment to the programme. MSc programmes (total investment 180k to 2015/16): As MSc programme provision has grown, particularly in the UK, the market for good students in increasingly competitive. There is also a rise in MSc programmespecific rankings which will be important to our recruitment efforts. The investment of 50k per year for scholarships across all MSc programmes in the School aims to improve the quality of the intake as well as numbers on specific programmes. We a r e also establishing a fund of 10k per year to support a selected number of MSc IB students to travel to take modules and/or placements at partner organisations abroad. MBA programmes (total investment 730k to 2015/16). The MBA market is changing significantly with a rapid rise of providers, internationalisation of provision, programme specialisation and competition from specialist MSc offerings. Full-time programmes in particular have declined in popularity. BBS has done well to maintain student numbers on the full-time MBA programme in the face of these changes, but our applications have more than halved in the past three years and registrations fallen from 66 in 2010 to 38 in 2012 on the 12 month programme. We have two responses. First we need to enhance the quality of the FT MBA cohort with the main objective of moving up in key rankings. This requires extra effort in terms of marketing and recruitment and additional resources, including an investment into scholarships. Second, we must enhance and develop the current MBA offering towards a fully flexible model involving more international delivery, more part-time options and more e- learning content. These objectives are connected and while e-learning developments are likely to take 140

148 November 2013 University of Birmingham EQUIAACSB Appendices longer we will develop programme flexibility and a series of international options to improve our rankings position and recruitment as a matter of urgency. The School has now recruited a new Director of Post-Graduate Teaching Programmes (Derek Condon, from WBS), who is overseeing a number of new MBA partnerships in Asia and a review of the portfolio of PG programmes. The additional investments for the MBA programme will go towards meeting the above aims, build on investment made in previous years and support additional investments in scholarships. Programme development and expansion We have developed an expansion plan across the portfolio of BBS programmes for 2013/14 to 2015/16 which will deliver the additional revenues shown in Table 1. These are relatively conservative numbers and we believe there are additional gains to be made in this period without radical changes to the programme structures. A second set of initiatives are less predictable but could yield up to 1.4 million in 2014/15 and 2015/16 as mentioned above. Longer-term portfolio development It is clear that beyond the above proposals there are likely to be efficiency gains from some degree of consolidation of the existing portfolio of teaching programmes. Alongside this the adoption of a fully modular structure for the elective stage of our PG programmes, whereby students can opt for different pathways and therefore different kinds of specialisations will be explored. This promises both efficiency gains and a boost to recruitment because it provides several benefits to students. Ideally the School should be able to offer flexible timing in terms of both when certain modules are taken and how long the full degree takes to complete, allowing for a mix of part-time and full time offerings as well as e-learning options. This model also lends itself to joint-delivery with other Schools across the University of Birmingham. Students should be able to combine modules from different disciplines to specialise in ways that suit their career aspirations. It would also give us a flexible delivery model to offer to client firms on various forms of executive education at home and overseas. More ambitious expansion and opportunistic developments A number of additional initiatives we are also considering include: Cross-campus entrepreneurship courses, potentially with Engineering and the Medical School A number of targeted funding opportunities, including: the successful NHS Leadership programme with the Health Services Management Centre CPD and Executive Education, initially through partnerships with external providers and clients An accelerated route to developing e-learning content and / or programmes through one or more external partnerships E-learning We have examined some of the options for developing e-learning enhancements to programmes, in the context of the broader plans at the University level in relation to MOOCs and e-learning. Our analysis shows the significance of e-learning as a route to enhancing the quality and reach of business school programmes, with comparisons with competitors, particularly the OU and WBS in the UK. A central aspect of the BBS strategy is to develop online or e-learning not just to complement existing programmes and enhance the quality of the learning experience, but to drive new business development. 141

149 November 2013 University of Birmingham EQUIAACSB Appendices Although the School is currently well behind the leading players this remains a key long-term goal as part of the programme development strategy because of the benefits it will deliver. There are four obvious advantages: Improving the quality of the learning experience with positive effects on recruitment and rankings. Significant economies of scale, particularly around the ability to use a set of core online resources across programmes Scalability, relating to the declining marginal cost of adding more students to a cohort as more online delivery is used. International online delivery, complementing or replacing face-to-face delivery opens a range of programme opportunities Our aim is to prioritise the development of e-learning resources for the core modules common to the main School programmes. We will also progress talks with our partners, the Singapore Institute of Management to develop and deliver online learning on current programmes in Singapore. To support the above objectives we are starting by investing in two posts, to be based at BBS to support the development of online delivery of current modules. These costs are included in the professional services development plan. In addition we have secured an e- learning budget of 52k over three years and 43k for an online media development project at the School. These figures are included in the marketing investment line in Table 1. Given the time it would take to develop content and delivery mechanisms entirely in-house from the current starting point, including the challenge of recruiting a sufficient number of capable support staff, we are currently examining partnering options with commercial organisations that are developing increasingly sophisticated options in this market. (4) Research Strategy and Investment Key Challenges Attracting and retaining lead scholars and incentivising these and a wider range of experienced faculty to lead research initiatives presents a major challenge in the current environment. 40 BBS faculty members were submitted to the 2008 RAE exercise (to the business and management panel, therefore excluding Economics) of these half have now left the School and a further 10 leading scholars have come and gone. The School has also been awarded a relatively low level of research awards compared to leading competitors. Full development of a set of Research Clusters (see below) and progress with the broader research plans of the School requires a stronger set of incentives for lead faculty. For recruitment and retention this can relate to salaries. Much more often it relates to greater levels of autonomy (with appropriate performance measures and timescales for delivery) and pump-priming funding to provide support from administrators and research fellows for research bids, coordination, dissemination and engagement activities. We are therefore aiming to develop a culture and environment which will encourage and support the research ambitions of current faculty and attract new faculty in specific research areas to the School. Research Clusters The Research Clusters initiative was launched in the first few months of the new Dean s arrival (October 2012) and resulted in a range of proposals from faculty bridging internal BBS departments and involving partnerships within and beyond the University. A selection process continues and the School is recruiting to fit with these emergent specialist concentrations. The strategy is designed to restructure, refresh and further develop distinctive areas of research. Research Clusters will help us: 142

150 November 2013 University of Birmingham EQUIAACSB Appendices 1) Target and recruit new faculty 2) Derive economies of scale in bids for research funding and be more proactive in developing joint-bids with partners inside and beyond the University 3) Build stronger research links across the College and the University 4) Create a clear research identity for the School and the College externally 5) Clarify our priorities in terms of user engagement (policy and practice, local, national and international). We will develop these clusters around current faculty and through targeted recruitment. This process will help focus our investments and connect to our strategy around current and new teaching programmes. At the time of writing we have approved research clusters in the areas of Global Value Chains for Sustainable and Inclusive Growth, Entrepreneurship and Diversity and China with other candidates in the areas of Public Services Accounting and Financial Management, Markets, Banking and Business Cycles, Responsible Business and Regional Economic Development. These span internal Departments and link to other Schools in the University as well as connecting to specific outside users. We will continue the process of refining and selecting bids until we have six up and running. Selection criteria include distinctiveness, leadership and existing faculty, sustainability in terms of the potential of the group to win long-term funding, University linkages and external user linkages, both current and potential. Each research cluster will need to be financially self-sustaining, through a combination of research funding, endowments, investments by partners and/or teaching activities. A rising research income line is included in Table 1 to indicate the expectation that this will happen. Initially however, there is a strong case for providing financial incentives for promoting research clusters, encouraging entrepreneurial and engaged scholarship more broadly and achieving the School s research ambitions. This will also support our efforts to target and recruit leading faculty. Research investments To properly pump-prime six selected research clusters, engage more effectively with other departments in the University and with external stakeholders and achieve the research ambitions outlined above, the School is making additional investments as part of its strategic plan, as outlined below. Table 2: Research Investments 2013/ / /16 Totals 6 Research Clusters 180, ,000 60, ,000 6 Doctoral fellowships 102, , , ,000 4 X 2-year Engagement fellowships 0 70,000 70, ,000 4 X 2-year International fellowships 0 70,000 70, ,000 2 X 2-day research workshops 0 18,000 18,000 36,000 Senior Visiting Fellows. 2 per yr 10,000 10,000 10,000 30,000 Research and Innovation fund 25,000 25,000 25,000 75,000 Totals 317, , ,000 1,087,000 Research clusters: 30,000 for each of 6 research clusters in year 2013/14, 20,000 for 2014/15, 10,000 for 2015/16. This will fund administrative support, research fellows, engagement activities, teaching buy-outs or other resources and activities which will support the Director in achieving the performance outcomes specified. 143

151 November 2013 University of Birmingham EQUIAACSB Appendices Doctoral fellowships: Worth 17,000 per year targeted at recruitment for the Integrated Study (Business and Management) PhD. Fees are 4,000 per year, plus we offer a maintenance grant of 13,000 per year to match ESRC grants. Engagement fellowships: 35,000 (a Research Fellow at the lowest point of the Grade 7 scale) each for post-doctoral research fellows who will provide the link between faculty research and businesses, policy organisations and other research users. International fellowships: 35,000 each for post-doctoral research fellows to establish or develop international research partnerships, with a specific aim of producing joint- funding bids. Research workshops: for invited authors of journal special issues, meetings with current or potential research users and international partners (based on a 20-person meeting over two days). Senior visiting fellows: to host leading international scholars for presentations, mentoring activities and joint-research (based on full costs of 5,000 for a minimum of 21 days through the year, depending on T&S costs). Research and Innovation fund: a fund to award small-to-medium-sized grants to support research grant writing and other activities specifically linked to improving our research performance as measured by the indicators above, overseen by the Research Committee. These investments are designed to improve research performance, enhance our capability to develop international collaborations and to recruit and retain leading scholars. To justify these investments on-going progress with our research strategy will be judged using performance indicators such as: % 3* and % 4* outputs average per FTE; research grant income/fte; number of international joint-authored papers; home/eu and international PGR students recruitment targets; selected measures of external recognition and reputation; impact and engagement measures. (5) Marketing Strategy and Investment Marketing is an essential function for developing and communicating a distinctive Business School brand identity. This is in turn linked to reputation-building and the successful recruitment of world-class faculty and premium students. A separate, more comprehensive paper outlines a strategy and plan for marketing Birmingham Business School (BBS), structured in three parts: (1) a summary of aims, objectives and current activities; (2) current levels of resourcing and comparisons with competitor business schools; (3) a series of investments to develop and maintain a distinctive BBS brand identity, enhance our external reputation and improve marketing effectiveness. These are summarised below. A key rationale for investing in marketing comes from benchmark comparisons with competitor Schools. This shows both a lack of distinctive brand identity and a short-fall in the necessary marketing capabilities and resources at BBS relative to counterparts. A Boston Consulting Group (BCG) study of Operations Activity in Leading Business Schools (BCG, 2009), emphasises the strategic importance of marketing and is used to supplement our own data. This shows, for example that Warwick Business School (WBS) had 17 dedicated marketing FTEs and spent 2.2 million on marketing (30 percent of this on staff costs) in The sample average in the survey is 3.3 million (40 percent on staff costs) and 21 dedicated FTEs. The surveyed Schools spent an average of 2k per student year on marketing (WBS spends 800). In 2012 the BBS marketing budget was approximately 200,000. This amounts to about 60 per student, or 177 per PG student. Our own, more recent data shows that WBS now has an estimated 13 non-academic FTEs in the marketing function, including press, design, film production and external relations. It also launched a branding campaign in 2010 involving 6 core marketing team members full- time for four months plus an additional cost of 45,000 for design and graphics work and over 50,000 for advertising at launch. Henley Business School 144

152 November 2013 University of Birmingham EQUIAACSB Appendices (Reading University) has 6 core marketing staff focused on executive education. Like many Schools it outsources press and PR relations to an external consulting firm. Manchester Business School (MBS) has a strategic marketing team of about 17 staff including marketing and recruitment, digital marketing and a communications team. To increase the BBS marketing budget for PG students only (currently 200 per head), to match the overall spend at WBS (including undergraduate students) would require a 4-fold / 400 percent increase to 800 per student per year. To fully match WBS per student spend would involve spending well over 10 times our current budget, because of the large size of our undergraduate cohort. The table below shows two kinds of investment we are making to build, develop and communicate a distinctive BBS brand identity, enhance our external reputation and improve marketing effectiveness for recruitment purposes. A permanent increase in marketing staff and associated budget dedicated to marketing the Business School and a one-off spend for a marketing campaign. Table 3: Marketing Investments 2013/ / /16 Totals Marketing budget 20,000 30,000 30,000 80,000 Social Media project 15,000 25,000 10,000 50,000 Marketing campaign: consultant fees 65, ,000 Marketing campaign: design and graphics 35,000 12, ,000 Marketing campaign: launch advertising 45, ,000 E-Learning budget 12,000 20,000 20,000 52,000 Online media project 11,000 16,000 16,000 43,000 Marketing total 203, ,000 76, ,000 The Professional Services staffing plan includes a Head of External Relations (Grade 9) role with oversight of BBS marketing efforts, as a new post. In addition to this we are recruiting two additional marketing staff with experience of working at other leading UK business schools to support our marketing effort, at Grade 7 and 6 respectively. These will supplement the efforts of the current team (of two) and the Marketing teams at the College and University levels. Associated with these posts is a marketing budget rising in 2014/15 to 20k per year as a permanent addition to current marketing expenditure. This also supplements our advertising budget for faculty recruitment (many posts are currently only advertised on jobs.ac.uk), improves our market research through purchases of analysts reports and supports efforts to build a more distinctive School brand identity in the marketplace. We are also launching a project to research, develop and put into practice a social media strategy. This includes funds to commission PG students to conduct market analysis across a number of key social media channels (Facebook, Twitter and LinkedIn being obvious starting points) and to design and launch online projects to promote the School, our research and our programmes via these channels. Finally, in response to the need to develop a more distinctive brand identity for BBS we are investing in a marketing campaign. We are in the process of recruiting a consulting firm to conduct market research, design and support a marketing initiative, to launch before the end of 2013/14. On the basis of very 145

153 November 2013 University of Birmingham EQUIAACSB Appendices preliminary discussions and comparisons with other Schools we have earmarked 145k for this in 2013/14 and a small follow-up budget of 12k in 2014/15. This includes an investment in launch advertising to communicate the brand externally. (6) Conclusions This paper provides a summary of a larger analysis and assessment of BBS strengths and weaknesses in the context of evolving markets and competitors and in comparison with other UK schools. In recent years the School has produced a strong financial contribution from a solid portfolio of teaching programmes. Our research is also impressive as we approach the REF 2014 census date. But in the current competitive environment it is essential for us to build on these strengths and grow our revenues to fund improvements in faculty and staff, our teaching programmes and our research. We now have a significant investment from the University, derived from our own surplus income, to do just this. In addition to building a new 10 million Post-Graduate Teaching Centre we are now investing in new faculty and staff, improved and more international teaching programmes and high quality research. Our strategic plan views all of these initiatives as interconnected. Further improvements and expansions in teaching programmes will enhance our future capacity to earn surplus revenues. These support investments in highquality staff to underpin better external relations, student recruitment, student support and careers services and teaching programme delivery. Investment in new faculty is linked both to the research strategy and the themed research clusters and the evolving needs of the teaching portfolio. These Stage 1 investments, together with a higher level of annual re-investment from 2015/16 onward, will pave the way for more ambitious and innovative developments in Stage 2. These will take Birmingham Business School into the UK top-10 and the global top-75. Overall, across both Stage 1 and 2, successful implementation of this investment strategy will enable us to better fulfil our core mission; to be a researchled, multi-disciplinary, international business school developing a new generation of global business leaders and entrepreneurs. 146

154 November 2013 University of Birmingham EQUIAACSB Appendices APPENDIX 1. 7 SCREENSHOTS OF VIRTUAL LEARNING ENVIRONMENT (CANVAS) Student view of module information on Canvas: Online marking screen on Canvas: 147

155 November 2013 University of Birmingham EQUIAACSB Appendices APPENDIX 3. 1 LIST OF ADVISORY BOARD MEMBERS Birmingham Business School Advisory Board Chair: Lord Digby Jones Kt LLB (hons), D.Univ, D.Litt. DL, CIMgt, FRI UK Business Ambassador Digby Jones is probably the best known ambassador of business and international trade in the UK. He began his career in law, spending 20 years with Edge & Ellison, a Birmingham-based firm of lawyers. In 2000 he joined the CBI and during his six and a half years as Director General he became known in the public arena especially for his candid, forthright attitude. He campaigned relentlessly on a range of issues including the move from traditional manufacturing of commodities to value-added, innovative products and services. In 2005 he was knighted for his services to business and became Sir Digby Jones in the Queen s New Years Honours List. In July 2007 he was appointed Minister of State for UK Trade & Investment and became a life peer taking the title, Digby, Lord Jones of Birmingham Kt. Forthright and, as ever, loyal to British business he spent the next 15 months doing it in a different way. He did not join the party of government and without the ambition to progress in politics he concentrated on the business of promoting Britain across the world, travelling to 31 countries in 45 overseas visits. Now, in addition to his role as an active crossbencher in the House of Lords he serves as Chairman of Triumph Motorcycles Limited, Chairman of Grove Industries, a non-executive director of Flybe, Senior Advisor to HSBC and is Corporate Ambassador for Jaguar Cars and JCB. He has many plans for the decades to come. Vice Chair: Sir Dominic Cadbury Chancellor University of Birmingham Based in the UK, Sir Dominic was made Chancellor of the University of Birmingham in His current nonexecutive positions include Chairman of Misys plc and non-executive Director of New Star Asset Management. He was knighted in the Queen s Birthday Honours List in June Previously he was Chairman of Cadbury Schweppes where he spent his career. He has been involved in many aspects of education through the CBI where he was Chairman of its Education & Training Committee and was Deputy Chairman of the Qualifications & Curriculum Authority. He is a Fellow of Eton College, Vice-President of Edgbaston High School for Girls. Supriya Banerji Head of Policy Group Confederation of Indian Industry (CII) Based in India, Supriya Banerji currently heads the CII s International Division. Prior to this she was head of the Policy Division and Media Department. Her current responsibilities entail looking after the CII s international activities in India and their operations overseas. She has also been the Regional Director of CII Southern Region where she has networked with industry and government in the states of Andhra Pradesh, Karnataka, Kerala, Pondicherry and Tamil Nadu. Supriya Banerji holds a postgraduate degree in Industrial Sociology from the University of Mumbai. Supriya was awarded the OBE in Lord Bilimoria CBE, DL Founder of Cobra and Chairman of The Cobra Beer Partnership Ltd Born in India, Lord Karan Bilimoria graduated in Law from Cambridge University and qualified as a Chartered Accountant with Ernst and Young. Karan is famed for developing Cobra Beer and spent 20 years building the Cobra Brand name. In 2009, Karan went into partnership with Molson Coors who bought 50.1% of Cobra Beer. Karan is the Representative Deputy Lieutenant of the London Borough of Hounslow and, among many other positions, serves as Chancellor of West London University. Karan is also one of the first two Visiting Entrepreneurs ever appointed at Cambridge University and serves as National Champion of the National Council for Graduate 148

156 November 2013 University of Birmingham EQUIAACSB Appendices Entrepreneurship. He sits on the Government s National Employment Panel (NEP), and from 2001 to 2005 he was Chairman of the NEP s SME Board. Additionally, Karan serves as UK Chairman of the Indo British Partnership, and lectures extensively in the UK and abroad on entrepreneurship, business, education, and the Indo-British relationship. He has won numerous awards in recognition of his business achievements and charitable work, including the RSA s Albert Medal in In June 2006, Karan was appointed Lord Bilimoria, of Chelsea. Karan has been pivotal in helping advise on the Business School s marketing effort in India. Ghaleb Cachalia Managing Director Interbrand Sampson, South Africa Based in South Africa, Ghaleb s experience in business management spans over twenty years. He is Managing Director of Interbrand Sampson, South Africa the African associate of the Interbrand group which is listed via Omincom on the NYSE. Immediately prior to this he was Executive Director of Baird's - one of the largest fullservice public relations and public affairs consultancies in Southern Africa. From Ghaleb was Group Executive & Head of De Beers Group Corporate and External Affairs. He also spent three years as a partner in the international strategy firm Monitor, where he was Global Account Manager. He has consulted on infrastructure projects in Africa and on strategy for leading global firms. He has founded and managed manufacturing operations in South Africa, Malawi and Mozambique, and managed consulting projects at Board level in the UK, Europe and South Africa. As a Fund Manager at the private equity firm Cycad Fund Managers, he was responsible for raising the Women's Private Equity Fund. Dr Derong Chen International Consultant Based in China, Derong Chen is Consultant to various international companies. Before setting up on her own in 2006 she was the Chief Representative of Hydro Aluminium Beijing Office. She joined Norsk Hydro in 1998 as Business and Organisation Development Director in Beijing and subsequently held the position of General Manager of Norsk Hydro Magnesium Xi an which was Hydro s first wholly owned company in China. Previously, she was Human Resources Manager of ICI China and Organisation Development Director of SmithKline-Beecham in China. Dr Chen was Dean of the China Europe International Business School (CEIBS) from 1987 to 1989 when the school was set up in Beijing jointly by the European Commission and the China State Economic Commission. In 1986 she obtained her MBA from CEIBS, whilst working at the school. In 1993 she gained her PhD in Organisational Behaviour from Aston University, UK. Hasan Çolakoğlu Chair Turk Ekonomi Bankasi Based in Turkey, Hasan Çolakoğlu is Chairman of TEB Group, which is involved in providing financial services in commercial and investment banking, securities brokerage, insurance, leasing, factoring and asset management. He is on the Boards of various companies belonging to the Çolakoğlu Group, a privately owned business group engaged in steel and container manufacturing, energy production, shipping and international trade. Hasan is also an Executive Board Member of the Foreign Economic Relations Board of Turkey. Charlotte Conlan Head of Loan Origination & Sales, BNP Paribas Charlotte Conlan joined the banking industry upon graduating from the University of Birmingham. She started her career with NatWest and held a number of positions in specific financing areas as well as Advisory & Equity 149

157 November 2013 University of Birmingham EQUIAACSB Appendices Coverage. Charlotte joined BNP Paribas in 2000 to run the leverage syndications business for the Bank in EMEA. She grew this business into a multi-billion euro distribution activity as the private equity sector developed. Charlotte was appointed Head of Loan Origination & Sales, EMEA for the Bank in 2011 and is responsible for the underwriting and distribution of all loan product across the EMEA region. Andraea Dawson-Shepherd SVP Global Corporate Communication and Affairs Reckitt Benckiser Group PLC Andraea joined Reckitt Benckiser PLC in Reckitt Benckiser is a world leader in household, health and personal care products. Her accountabilities include all external communication and internal leadership and change communication, including corporate and financial PR, crisis communication and the company s corporate presence online. Previously Andraea was Global Communication Director of Cadbury Schweppes PLC for seven years, with global responsibility for Cadbury s internal and external corporate communications, supporting the business mission of being a values-led and performance-driven business passionate about both performance and stewardship. Prior to joining Cadbury Schweppes, Andraea co-founded Hedron: one of Europe s leading internal and change communication consultancies. She was educated at CASS Business School, where she did her MBA, and Oxford and Exeter Universities where she was an undergraduate in Chemistry. She has been a visiting lecturer on Services Marketing at CASS Business School. Baroness Rita Donaghy CBE, OBE Former Chair Advisory, Conciliation & Arbitration Service ACAS Lady Donaghy began her career as a university administrator and trade unionist and went on to hold significant industrial positions in public life before being created a Labour Life Peer in 2010 when she became Baroness Donaghy of Peckham. Prior to becoming a Baroness, Rita was awarded the OBE for services to industrial relations in 1998, then created CBE in 2005 for services to employment relations. Lady Donaghy was chair of ACAS for seven years and prior to this appointment was President of the TUC from 1999 to She served on the National Executive Council of NALGO/UNISON from 1973 to 2000, including a spell as President. From 1987 to 2000, Lady Donaghy was a member of the TUC s General Council and has also served on the executive of the European TUC. Lady Donaghy holds a Fellowship of the Chartered Institute for Personnel and Development, and a Fellowship of the RSA, and honorary degrees from the Open University, Keele University and Greenwich University. David Gilbey Co-founder Aubert Park Venture Ltd, and Wood for Trees Digital (Former Vice President AOL UK) David co-founded Aubert Park Ventures in 2007, a privately-funded digital start-up that is creating digital consumer offerings targeting mainstream audiences in the UK and beyond. David is also a co-founder of Wood for Trees Digital, which helps organisations identify and take advantage of digital opportunities. From 2003 to 2007, David was Vice President of AOL responsible for the overall online consumer offering for AOL UK and for AOL s international video and TV propositions, where he created and served the UK s most engaged mass online audience. Prior to AOL, David was UK Managing Director of Synapse, a $300 million division acquired by Time Inc. Prior to that, David was Vice President of Time Inc. in New York and London, where he worked on brands including Time, Fortune and Money, both online and off-line. David graduated with a Bachelor of Commerce degree from the University of Birmingham in

158 November 2013 University of Birmingham EQUIAACSB Appendices Renate Hornung Draus Managing Director Confederation of German Employers (BDA) Based in Germany, Renate Hornung Draus is Managing Director and Director of European and International Affairs of the Confederation of German Employers (BDA). This is the top business organisation representing the interests of private employers in the field of employment, labour and social affairs in Germany covering all sectors of the German economy. She is also chair of the UNICE (Voice of European Business) Employment Committee, Vice-chair of the employers group of the European Economic and Social Committee and Employer-Vice-Chair of the ILO- Governing Body Subcommittee on Multinational enterprises. Previously she was Director of social affairs at UNICE ( ) and Director of the BDA s EU representation, which she established in Brussels ( ). Anji Hunter Director Royal Academy of Engineering Anji was born in Kuala Lumpur, Malaysia, and was educated at St. Leonard s school, St. Andrews and St. Clare s Hall, Oxford. In 1987, she joined Tony Blair as a Political Researcher, rising to be Head of the Private Office in She ran the Prime Minister s election campaign in 1997 and entered Downing Street as Director of Government Relations. In 2001, she became Director of Government Relations, where she had particular responsibility for links with media, business and foreign governments. She joined BP as Director of Communications in February 2002 where she was responsible for the co-ordination and direction of a range of communications activities. Anji left BP in 2008 and became Group Head of Government and Social Affairs for Anglo American, which she then left to join the Board of The Royal Academy of Engineering in Mushtaq Kazi Senior Consultant ABB Group Based in Switzerland, Mushtaq joined ABB in 2000 and has supported strategic IT initiatives globally. ABB is a global leader in power and automation technologies that enable utility and industry customers to improve performance, whilst lowering the environmental impact. Mushtaq has held several positions at ABB in both Europe and America and is currently collaborating with the group s technology ventures. Mushtaq is passionate about education and has done a lot to support youth development in the West Midlands area. He was a founder member of the Aston Youth Forum established in July 2000 a fully constituted voluntary organisation working with young people, to enable them to gain opportunities for personal development. Mushtaq did his MBA at Birmingham Business School in 2006, returning to Switzerland immediately after, where he has since helped create international project openings with his clients for MSc and MBA students. Pauline Ko Assurance Risk Management PwC Based in Singapore (though originally from Hong Kong), Pauline started working with PricewaterhouseCoopers in Hong Kong as an Assurance Associate and then Senior Associate. During this time she was also the Chairperson of the Birmingham University Alumni Association Hong Kong. Pauline relocated to PricewaterhouseCoopers Singapore in 2002 to continue as an Assistant Manager in the Assurance Management Group. 151

159 November 2013 University of Birmingham EQUIAACSB Appendices Andrew Lezala CEO, Metro Trains Melbourne, Australia A business leader and engineer with 35 years experience in the rail industry. He started his career as a British Railways engineering graduate and spent 10 years in vehicle design, project engineering and maintenance. With a move into the private sector, Andrew started to manage businesses and lead transformations, building and turning around rail-related businesses. He has been President of Daimler Chrysler s world wide metros business, President of Bombardier Transportation s world wide services division, and CEO of Jarvis Rail and Metronet. Andrew was based in Beijing for four years and then took over the running of what is now Bombardier Australia. He has been CEO of Metro Trains Melbourne since November Anna Lin Chief Executive GS1 Hong Kong Based in Hong Kong, Anna Lin graduated from the Birmingham MBA in In 1989 Anna joined the Hong Kong Article Numbering Association, rising to Chief Executive. She is now Chief Executive of both GS1 Hong Kong and EPCGlobal Hong Kong. EPC is Electronic Product Code and it is anticipated that in the next 15 years RFID (Radio Frequency Identification) will be the universal method of tagging consignments. Anna and her organisations are concerned with the development, adoption and dissemination of universal technological and management platforms and standards in international supply chains. The overall aim is, to link virtual supply chains enabling companies across the world to communicate through a common business language. Kwan Lo CEO Taste International Limited Based largely in Hong Kong, Kwan founded Taste International, a manufacturer of hand protection products with a factory in China employing over 300 workers, as well as offices in Taiwan and London. Kwan was born in Hong Kong in 1962 and graduated with the MBA from Birmingham Business School in He then joined Valin Pollen, an Investor Relations Consultancy in London, as a management trainee. He moved to Burson Marsteller (part of the WPP Group) in 1990 as Account Director specialising in stock surveillance. Kate Lovett Vice President, Chartering & Commercial Operations BP Shipping Kate graduated from the University of Birmingham in She went on to become an engineer in the car industry before moving into the oil and gas industry where she moved through the ranks to build a highly successful and illustrious career at BP. Since 2006, Kate has led BP s commercial shipping operation, which supplies all of the BP Group s shipping needs, manages all of its waterborne voyages and the trading activities of BP s fleet of around 170 tankers. She leads and works with multi-national teams across the globe. Jane Lodge Non Executive Director Costain Group plc, and Devro plc A graduate of the University of Birmingham, Jane was a partner in Deloitte (formerly Touche Ross) from 1986 to She now has a portfolio of non-exec positions including Non Executive Director and Chair of the Audit Committee for leading UK international manufacturing plc s: Costain Group and Devro. She has extensive experience in advising global businesses in a variety of sectors including manufacturing, financial services, construction and house building. As a partner at Deloitte, Jane held various senior roles at Deloitte. She was head 152

160 November 2013 University of Birmingham EQUIAACSB Appendices of the Deloitte Manufacturing Group in the UK and she also held the position of Practice Senior Partner in the Midlands. She was a member of the Deloitte UK Board of Partners for a 2 year term. In October 2001 Jane was awarded the prestigious title of Midlands Business Woman of the Year and three years later she received a Lifetime Achievement award from the Birmingham and West Midlands Society of Chartered Accountants. Jane chaired the Audit Committee of the University of Birmingham for 7 years and was a member of its Council for 9 years. A former council member of the West Midlands CBI, she is currently member of the CBI Manufacturing Council and is a Board member of the Black Country Living Museum. Dr Angela Maxwell, OBE Director Acuwomen After graduating in Law from Oxford, Angela started out as Sales Manager for Vickers Caley Publications in Australia where she achieved the best sales in the company s history at the age of 22 and was responsible for the Harbour Connection magazine being recognised as the official guide to Sydney. On returning from Australia in 1991, she played a key role with Sheffield Theatres as Business Development Manager before becoming commercial director and acting Chief Executive. In 1995, Angela became Commercial Director of Fracino successfully transforming it into a multi award-winning brand-leading manufacturer and exporter. In 2005, Angela founded Acuwomen, the UK s first consultancy to be staffed entirely by businesswomen, which has supported hundreds of businesses to achieve their growth ambitions. She was on the Board of the Advantage West Midlands, the Regional Development Agency from 2007 to 2012, is a non-executive director of University Hospitals Birmingham NHS Foundation Trust and was the sole SME representative in a major business round table discussion with Prime Minister Tony Blair in Angela was awarded both an Honorary Doctorate by the University of Birmingham and an OBE for services to Business in Winston Milner Director of Business Development EMBRAER Aircraft Manufacture Based in Singapore, Winton Milner has two decades of experience in the airlines and aerospace industry. He completed his MBA at Birmingham Business School and is currently the Director in charge of business development for EMBRAER in Singapore where he has been directly responsible for generating revenue exceeding US$1B. He has acquired a wide spectrum of business competencies including board and corporate governance matters as well as strategic management. His other current appointments include: Chairman of the Tanglin Neighbourhood Committee Grassroots leader; Executive Member of the Tanglin-Cairnhill Citizens Consultative Committee (CCC) Grassroots leader; Member of Urban Redevelopment Authority (URA) Focus Group Consultation on Landed Housing Guidelines for Singapore into the next decade; Member of Singapore s Ngee Ann Polytechnic s Aerospace Technology Advisory Committee (ATAC); Anglican Diocese of Singapore Synod representative; Member of the Parochial Church Council of St. Paul s Church. Dame Julie Moore CEO University Hospital Birmingham NHS Foundation Trust Julie is a graduate nurse who worked in clinical practice before moving into management. After a variety of clinical, management and director posts, she was appointed as Chief Executive of University Hospitals Birmingham (UHB) in Julie was a member of the National Organ Donation Taskforces in 2007 and 2008 and in 2009 was a member of the Nuffield Trust Steering Group on New Frontiers in Efficiency. She is a member of the Independent Member of the Board of the Office for Strategic Co-ordination of Health Research (OSCHR), a member of the MoD/DH Partnership Board overseeing health care of military personnel and a Board Member of Marketing Birmingham, a 153

161 November 2013 University of Birmingham EQUIAACSB Appendices strategic partnership to drive the inward investment strategy for the city. She is a Fellow of the Royal Society of Arts. In April 2011 she was asked by the Government to be a member of the NHS Future Forum to lead on the proposals for Education and Training reform and in August was asked to lead the follow up report. Julie was made a Dame Commander of the British Empire in the New Year s Honours Robert Popeo Chairman Mintz Levin Cohn Ferris Glovsky and Popeo Based in the US, Robert Popeo is Chairman and President of Mintz Levin and a member of the firm's Policy Committee. He practises in the Litigation Section from the firm's Boston office. Robert lectures widely in law and continues his studies to remain abreast of the latest legal developments, while finding time for the civic service he pursues so ardently. He is admitted to practice in Massachusetts and the District of Columbia and is a member of the District of Columbia and Boston Bar Associations, as well as the Practicing Law Institute. He is also a Fellow of the American College of Trial Lawyers. He received his A.B. from Northeastern University (1958), and his J.D. from Boston College Law School (1961). Heather Ridout Company Director and Board Member Reserve Bank, Australia Heather Ridout is a company director and Reserve Bank Board member with a long history as a leading figure in the public policy debate in Australia. Up until 30 April 2012, Heather was Chief Executive of the Australian Industry Group - a major, national employer organisation representing a cross section of industry including manufacturing, defence, ICT and labour hire. Heather is a Director of AustralianSuper - the largest industry fund in Australia; and a Director of Sims Metal Management - the world s largest publicly listed recycling company. Her other appointments include member of the Skills Australia Board, the Climate Change Authority and the Advance Australia Advisory Board. Her previous appointments include: board member of Infrastructure Australia; member of the National Workplace Relations Consultative Committee; and member of the Prime Minister s Taskforce on Manufacturing. Dr Sarindar Singh Sahota OBE BSc, Hon DEng, Hon DSc. Non Executive Director Sandwell and West Birmingham Hospitals NHS Trust Born in Nairobi, Kenya, Sarindar came to the UK to study at the University of Birmingham in 1971, after which he returned home to join the family business: Nairobi Terrazzo Contractors Limited in Kenya. He came back to the UK in 1989 and joined Nanak Electricals in Birmingham. Sarindar is the Chair of the Single Regeneration Budget Round 6 N.W. Birmingham. He is the Deputy Chair of West Midlands Business Council, a non-executive director of the Sandwell and West Birmingham Hospital NHS Trust and the Chair of Dudley Road Traders Association. He was a non-executive director of Birmingham Chamber of Commerce and Industry and Prime Focus Regeneration Group. He is a member of the Governing Council of University of Birmingham. Sarindar chaired the Strategic Review of Advantage West Midlands Regeneration Zones Panel for the Regional Assembly. The Heart of Birmingham Primary Care Trust awarded him the 2004 Above and Beyond the Call of Duty (ABCD) award. He was given an Honorary Doctorate of Engineering by the University of Birmingham in December 2004, an OBE in 2005 for his work in regeneration. an Honorary Doctorate of Science by Aston University in July 2005 and in 2006, Birmingham Chamber of Commerce and Industry honoured Sarindar for his work for the Business Community. 154

162 November 2013 University of Birmingham EQUIAACSB Appendices Tony Sealey OBE, Managing Director Canefield Limited Tony splits his year between his businesses in the UK and the Caribbean. In the UK, he is Managing Director of Canefield Limited a company operating multi-restaurant units under a business franchise partner agreement with McDonald s Restaurants. In the Caribbean, he is the Managing Director of UHURU Global Trading Limited, the parent company for UHURU (Barbados) Limited that currently operates the UK branded Attiva Health & Fitness Clubs across the Caribbean region. Tony started his career in Local Government in 1974 where he held various positions in administration before leaving the service in 1984 to pursue self-employment as a Management Consultant and Managing Director of his own company. For the period he served as a director with NCB Remittances Services Limited, the UK subsidiary of the National Commercial Bank of Jamaica. He was a board member of Advantage West Midlands (AWM) and has chaired the Local Enterprise Agency Black Business in Birmingham (3b) since 1989 and was previously a member of the National Ethnic Minority Business Forum (EMBF). He chaired the West Midlands Ethnic Minority Business Forum and was awarded the 1999 Winston Churchill Memorial Trust Travelling Fellowship to visit the United States to study the work of the Minority Business Development Agency located in the U.S Government s Department of Commerce. Tony was named the Carlton Television Midlander of the Year 2002 for Business Leadership in recognition of his contribution to the development of sustainable businesses in disadvantaged communities. Marc Stone Director Stone Consulting Ltd. Marc graduated from the University of Birmingham in 1994 before joining Lucas Aerospace at the Shaftmoor Lane factory in Birmingham where he qualified as a CIMA accountant and became lean and six sigma trained. In 1999, Marc moved to GEC Marconi becoming Finance and Programmes Director for the Global Estates business, receiving a Special Recognition Award for the Project Inspirations programmes at Ansty, Coventry, Nottingham and Genoa. In 2002, he moved to DHL Tradeteam to drive M&A and Network Integration activity, before receiving an Innovation Award in 2006 for successfully driving the commercial transformation programme. Marc set up Stone Consulting in 2008 to provide Executive Interim Management and Consultancy, with clients in the Airline and Insurance sectors. Being a passionate advocate of the region, Marc re-engaged with the Business School providing Executive Insight Lectures, sourcing MBA placements, mentoring students and supporting the successful EQUIS audit in Former Vice President of the CIMA Birmingham Board, Marc is now a Fellow of the Chartered Institute of Management Accountants, and a member of the Birmingham Chamber Executive Club. Gisela Stuart LLB MP for Edgbaston, Birmingham UK Born in Germany, Gisela Stuart later relocated to the UK and has since become one of the country s most respected Labour politicians, winning four consecutive General Elections to represent Birmingham Edgbaston since 1997 which, unlike any other UK constituency, has had a woman Member of Parliament since During the 2010 General Election Gisela was named in The Times as one of Britain's best MPs who should be voted in on merit regardless of party. Gisela was a Health Minister from She has been a member of the Foreign Affairs Committee since 2001 and has represented UK Parliament at the Convention on the Future of Europe. Gisela wrote the Fabian Pamphlet Writing Europe s Constitution. Before becoming an MP Gisela was Deputy Director of the London Book Fair and a Law Lecturer and Researcher. 155

163 November 2013 University of Birmingham EQUIAACSB Appendices Howard Wheeldon FRAeS Independent Defence, Aerospace and Industry Analyst Following an earlier UK and international career Howard Wheeldon has spent the past twenty-eight covering aerospace and defence as a specialist analyst. He is also a well known speaker and commentator on global macroeconomic and geo-political affairs. As Senior Strategist of BGC Partners until February 2012 Wheeldon had the dual role of providing internal macro-economic and geo political comment alongside that of providing support to the UK military and defence industrial base. The latter role involved provision of support to UK defence exports in both written and spoken form. Well respected by the UK military and across the defence industrial base Wheeldon has through his many years of written, spoken and broadcast work been a major contributor to the UK defence debate. A long time supporter of NATO his work within defence and aerospace is generally biased toward political and industrial including equipment procurement, operation particularly that related to air power and surface ships, to proffering support to the UK defence industrial base, the UK armed forces and to providing support for UK exports through UKTI DSO. Well connected internationally and politically Wheeldon has made many trips in support of UK export and also to speak at various events. 156

164 November 2013 University of Birmingham EQUIAACSB Appendices APPENDIX 3. 2 CONFIDENTIAL FINANCIAL ANNEX (This appendix has been circulated separately to members of the AACSB Peer Review Team) 157

165 November 2013 University of Birmingham EQUIAACSB Appendices APPENDIX 4. 1 UNDERGRADUATE PROGRAMME ADMISSIONS DATA 158

166 November 2013 University of Birmingham EQUIAACSB Appendices APPENDIX 4. 2 SPECIALIST MASTER'S PROGRAMMES ADMISSIONS DATA 159

167 November 2013 University of Birmingham EQUIAACSB Appendices APPENDIX 4. 3 MBA PROGRAMMES ADMISSIONS DATA 160

168 November 2013 University of Birmingham EQUIAACSB Appendices APPENDIX 4. 4 ETHNIC, GENDER AND DOMICILE MIX OF STUDENTS 161

169 Wks Proportion/Taught/ Supervised Head Count Assessment Weighting Fixed Module Lecture Hours per week Preparation Hours plus Lecture Fixed Lecture Number of Groups Class Hours Variation 1 Classes Variation 2 Assessment Variation 3 2nd Marking Exams PGR Hours per week Variation 4 PGR Hours Supervision Extended Essay/ PGT Dissertation Hours Variation 5 Extended Essay/PGT Dissertation Variation 6 2nd Marking Total Fixed Total Variable Tutee Hours Admin Hours per Week Good Citizen Hours Service Hours Total Load Sub-totals November 2013 University of Birmingham EQUIAACSB Appendices APPENDIX 4. 5 BBS ACADEMIC STAFF WORKLOAD MODEL TEMPLATE Name: Faculty Member A Year: Enter your FTE (e.g. 1 for full-time, or 0.5 for part-time) Minimum Annual Hourage (37.5 hours x 1 FTE x 44 weeks): 1650 Target normal annual hourage for teaching & admin: 1100 (A) (B) (C) (D) (E) (F) (G) (H) (I) (J) (K) (L) (M) (N) (O) (P) (Q) (R) (S) (T) (U) (V) (W) (X) (Y) (Z) (A) Notes Course/Student/ Admin job Teaching Large 1 sem UG course (inc classes) Teaching Advanced year long course (inc classes) PG course (no classes) Module lead of PTVL taught course Extended essays UG ex essay Extended essays Dissertations PG disserts Dissertations Research students joint supervision FT student (give names and dates of registration if known) Research students main supervisor PT student (give names and dates of registration if known) 2nd marking large UG group - give details here 3rd marking (Exams) large intermediate group - give details here (Exams) small specialist module - give details here 2nd marking UG ext essays 3rd marking (Ext essay/diss) PG disserts (Ext essay/diss) Tutees tutees both UG and PG Tutees Admin jobs full year admin job - - give details here Admin jobs full year second admin job - give details here Good citizenship Training Service total good citizen hours agreed - specifics listed here for reference Good citizenship agreed teaching or admin training/other CPD - - give details here Training external role agree to recognise - - give details here Service B Typically 11 for single term UG, 22 for double module, 10 for MSc, other for MBA and/or block teaching B C 1 if teaching entire module, < 1 as appropiate if teaching/leading part of module C D Number of students per lecture/class/supervision that applicable to that row D E Typically 1 if exam plus at least one coursework, 0.5 if exam only (or between if various summative assessments/other mixes) max would normally = 1 hour per student per module E F Fixed module admin overhead (inc module development and on-going management, class organisation, student queries, exam setting, exam board attendance etc) - set at 45 hours x proportion taught F H Fixed prep hours for lectures (covers all aspects of lecture & associated class prep inc WebCT etc) - set at 3:1 prep:delivery as standard H I Fixed lecture hours (covers all aspects of lecture prep inc. WebCT etc and delivery) I J Number of class groups taught J K Number of hours see each group over course K L Number of groups x classes per group L M Variable headcount x assessment weighting M N 0.05 x headcount or 1 minimum if headcount < 20 N O Fixed hour per PGR/week allocation O P 2 hour per week x proportion supervised P Q Essay/dissertation total allocation - set at 10 hours per essay to cover all aspects of supervision and first marking (for UG and PG) + 1 hour for second marking load per student Q R Variable - 10 hours per dissertation/essay R S 1 hour per extended essay/dissertation S T Summary total of fixed elements T U Summary total of variable elements U V Number of academic tutees x 1.5 hours/tutee/year V W Hours for admin job per week W X Good citizenship hours - could include invigilation, open days, non-programme specific department meetings/away days, annual SDR/PB appraisals, internal DR thesis examination, mentoring of colleagues etc. as agreed with HOD (agreed School loading applied) X Y Training hours - teaching or admin related agreed training eg PGCert. Service hours - external activity undertaken in the name of University for which not reimbursed separately or undertaken under 30 day rule (by negotiation with HOD/HOS) Y 162

170 November 2013 University of Birmingham EQUIAACSB Appendices APPENDIX 4. 6 FACULTY PROMOTIONS OVER LAST FIVE YEARS 163