Annual Academic Year Review 2007-08 - University of · Web view2007-08 saw an overall increase in the number of students who were active* during the academic year of 3.1%. This is

Annual Academic Year Review2007-2008

(17th edition)

Compiled by Academic Standards, RegistrySeptember 2008

Submitted to Academic Board 25th Sept 2008

Contents

CONTENTSIntroduction

1Introduction 1

Student Information

2 Student recruitment and admissions 2

2.1 Overview 2.2 Student admissions processes and procedures2.3 Student applications2.4 Education Liaison and Widening Participation2.5 International recruitment

3 Student statistical data 6

3.1 Student numbers – table 13.2 Student profiles – tables 2 to 83.3 Progression – tables 9 to 24

Academic developments, activities and performance

4 Strategic Planning 11

4.1 Planning and Data Analysis4.2 Social Engagement

5 Academic developments 19

5.1 Course approvals, changes and withdrawals5.2 Course validations5.3 Periodic Review5.4 Partnership Developments5.5 Northbrook College5.6 International memoranda of co-operation and partnership5.7 Socrates Erasmus

6 Research 25

6.1 HEFCE income6.2 Non-HEFCE income6.3 Research Strategy6.4 RAE 20086.5 Virtual Research Unit6.6 Research Ethics and Governance6.7 Research student numbers and trends6.8 Diploma/Certificate in Research Methodology6.9 Research and Skills Development

Contents

7 Internal Quality Assurance 29

7.1 Examination and Assessment7.2 Regulations7.3 External Examiners7.3 Partner college review

8 National quality assurance 32

8.1 National developments8.2 Quality Assurance Agency8.3 OFSTED

9 Sustainability 35

9.1. Introduction9.2. Evolution of Environmental Action Networks (EANs)9.3. Learning and Teaching9.4. Research9.5. Economic and Social Engagement9.6. University Infrastructure Development9.7. External Links

Business, commercial and financial activities

10 Business Services 40

10.1. Overview10.2 Support Mechanisms for Economic and Social Development10.3 Specific Iniatives and Services10.4 Further examples of Economic and Social Engagement activity

11 Finance 45

11.1 Overview11.2 Developments

Support for learning, teaching, research and administration

12 Registry overview 49

12.1 Introduction 12.2 Differential fees and bursaries 12.3 Student Administration Improvement Programme (SAIP) 12.4 Freedom of Information/Data Protection

13 Staffing 51

13.1 Post and Staff Summary 2007/0813.2 Staff Profile and Diversity13.3 Recruitment and selection of staff13.4 Formal procedures13.5 Leavers

Contents

13.6 Staff Development13.7 New Initiatives13.8 Staffing Strategy

14 Centre for Learning and Teaching 74

14.1 Introduction14.2 The University's Learning and Teaching Strategy14.3 Credit-bearing courses14.4 Outreach work with faculties, schools and course teams14.5 Learning Technologies14.6 Research14.7 Major events and activities co-ordinated by CLT14.8 External links and developments

15 Information Services 83

15.1 Corporate Plan Aim 1:The Curriculum15.2 Corporate Plan Aim 2: Research15.3 Corporate Plan Aim 3: Economic and Socail Engagement15.4 Corporate Plan Aim 4: Student and Staff Experience15.5 Corporate Plan Aim 5: Physical Environment15.6 Corporate Plam Aim 6: Governance, Management and

Relationships

16 Marketing and Communications 93

16.1 Corporate plan16.2 Departmental resources 16.3 Review of 2007-08 activity

17 Residential and Catering Services 104

17.1 Residential Services17.2 Catering Services17.3 Community Liasion Officer

18 Estate and Facilities Management 109

18.1 Introduction18.2 At Eastbourne 18.3 On the Falmer Campus18.4 At Grand Parade18.5 Office accomodation18.6 At the Moulsecoomb site18.7 Major maintenance18.8 Minor Capital and Departmental Works18.9 Energy, Water and the Environment18.10 Space Management18.11 Integrated Estates Data Management System (IDMS)18.12 Facilities Management18.13 Student Feedback

Contents

19 Health and Safety 117

19.1 Key developments19.2 Fire risks, procedures and incidents19.3 Accidents19.4 Training19.5 Health and Safety Executive Inspection19.6 Occupational Health19.7 Inspection Programme Summary

Student services and support

20 Student Services 124

20.1 Introduction20.2 New developments20.3 Career planning and development20.4 Chaplaincy20.5 Disability20.6 Health and Wellbeing20.7 Nurseries20.8 Counselling20.9 Welfare20.10 Forward planning

21 Sport and Recreation Service (SRS) 134

21.1 Introduction21.2 Sports Development Unit21.3 Learning and Teaching21.4 Local, Regional and National Developments21.5 Sports Facilities21.6 Student Support

22 University of Brighton Students’ Union (UBSU) 140

22.1 University of Brighton Students' Union (UBSU)22.2 UBSU on Campus22.3 UBSU Publications22.4 Student Welcome Bags22.5 Freshers Fairs22.6 Training and Development22.7 UBSU Advice Centre22.8 Academic Advice22.9 Institutional Audit - Students' Written Submission22.10 Course Representation22.11 UBSU Elections22.12 Student Activities22.13 Sports Clubs22.14 Additional Fee Income

Introduction 1. Introduction

1 Introduction

The Annual Academic Year Review 2007/08 provides the Academic Board with an informative and reflective overview of academic support activity and performance during the period 1st August 2007 to 31st July 2008. Its intention is to highlight central departments’ major developments, achievements and innovations during the period, rather than forming a comprehensive and detailed record of all the university’s activities.

The Review assists the Academic Board to fulfil its responsibilities towards the achievement of the aims and objectives of the university’s Corporate Plan and Annual Operating Statement. University staff may also find it a useful single source of information and reference regarding the range of the university’s academic support activities.

The information contained in the Review is particularly used to support the university’s annual process for assuring academic quality and enhancement (the ‘academic health’ process). It informs and complements the annual academic health reports prepared by schools and faculties in the autumn term. Together with these reports, it forms the focus of the annual academic health meeting of the Academic Standards Committee.

The timing of the production of the Review ensures that it is available at a sufficiently early stage in the academic year to contribute to debates within the university about the maintenance and enhancement of academic performance and the quality of the student experience.

The University of Brighton has produced an Annual Academic Year Review since its adoption of a University title in September 1992. It is now in its seventeenth edition.

AAYR 2007/08 - 1 - 17th Edition

Student information 2. Student recruitment and admissions

2 Student recruitment and admissions

2.1 Overview

This chapter summarises the work of the Recruitment and Admissions division of Registry during 2007-08, including a statistical overview of application rates for 2008 entry.

2.2 Student Admission Processes and Procedures

The division continues to monitor and advise colleagues and the senior management team on sector wide developments and the implications for policy and procedure. A revised Admissions Policy was developed to take account of the new QAA Code of Practice on Recruitment and Admissions. This was approved by Academic Board in 2007 and is available on staffcentral.

After some confusion the UK Border Agency (UKBA) criteria and procedures governing the operation of the new points based immigration system were announced. The division is leading the development of the university system to deal with the changes required for admission of international students.

The Statistical Consultancy Unit (SCU) ran its annual “Why Choose Brighton” and “Decliners” surveys of new students to ascertain what influences students to choose or refuse a place at Brighton.

Generally, the findings corresponded with previous years with the main influence being the availability of the particular course. The survey highlighted a continuing shift towards using the website, although the prospectus remains highly influential, the use by undergraduates is declining. Responses also indicated students wanted more course specific information. The main negative influences are fears over money, availability of halls and the general high cost of living in the area.

2.3 Student Applications

There has been a 4.09% decline in the number of students applying to study undergraduate courses at the university in 2008-09 (down from 28,883 in 2007-08 to 27,653 in 2008-09). This compares to a 7.31% downturn in applications in the sector overall, and a 4.81% downturn among the university’s main competitor institutions. However, the trend data shows an overall increase in applications to the university over the period 2006 -2008, up 11.6% for the two year period. This compares favourably to the national trend which shows an overall decrease of 1.54% for the period. By comparison our main competitors show a 0.85% increase for the period. Figures are based on UCAS data published at the end of June 2008, the latest available.

Undergraduate applications declined more sharply than applications to study at Foundation Degree level. The former are down by 8.4% (from 23,990 for 2007 entry to 21,968 for 2008 entry) compared with a 3.2% downturn in Foundation Degrees (down from 2,323 applications in 2007 to 2,248 applications in 2008).



Numbers for undergraduate and foundation degree application rates are based on UCAS data published at the end of March 2008, the latest available. Trend analysis shows that application rates vary by as little as +1 and -1 % between March and June.

All courses were entered into clear this year, with the exception of medicine. Current figures indicate that 729 offers were accepted by students during clearing for study at undergraduate and foundation degree level. The division was commended by admissions colleagues on the smooth operation of clearing and the quality of the advice and guidance to staff and students.

The university’s main competitor remains the University of Portsmouth. The other main competitors are Bournemouth, UWE, Kingston, Oxford Brookes, and Plymouth. This has not changed over the past few years. Aggregate data for competitor universities indicates that they have experienced a down turn in application rates of 4.8% from 2007 to the end of June 2008.

2.4 Education Liaison and Widening Participation

The three October open days saw record numbers of students and visitors. Additional campus tours and information where undertaken in an attempt to meet the continued growth in demand for visits to the university by students and their families. Campus tours ran monthly from October to December and from March to July. They were complemented by subject specific information days in Chelsea School, School of Service Management, School of EducationBrighton Business School, School of Applied Social Science and the geography/geology subject cluster.

The team ran 129 external events, including visits to schools, careers fairs and targeted HE Fairs (aimed at Year 12 students) and attended a number of European events, including a tour of selected international schools in the EU.

A new Widening Participation Manager has appointed, replacing the previous post which had been located in SPU and additional staff recruited to support WP work. During the year the team submitted a successful proposal to the Frank Buttle Trust and were awarded the Quality Mark for commitment to care leavers entering higher education. A new scheme for care leavers was launch. The scheme provides additional financial support, guaranteed student accommodation in the first year, and other support to students who have been in care. At the time of writing 22 care leavers were enrolled on courses, 8 of whom were eligible for support. The remainder are being assessed for eligibility.

The WP team also ran another very successful summer school which was attended by 50 year 11 pupils. The Professor Fluffy project was extended and 230 year 5 and 6 pupils in local schools were involved in these events.

2.5 International recruitment

2.5.1 Target markets

A review took place of existing and new, potential markets for international student recruitment. International School opportunities within Europe were explored as were Partner/Feeder College links within the UK. Support for



these links was provided through visits/presentations by IO staff, HE day attendances and customised Open Days.

2.5.2 Agent & Overseas Exhibition activities

IO and academic staff attended a wide range of exhibitions in key country markets and provided counselling, student interviews, alumni relations activities in these countries. The agent network was reviewed in terms of performance indicators and potential network development and appropriate support activities e.g. Agent Training Week [Jan 08]. In conjunction with Marketing and academic contacts within Schools, IO staff contributed to the development of a coordinated strategy within the University to complement School/Faculty recruitment/development priorities. A particularly interesting initiative was the ‘in-house testing’ of students in-country in Taiwan in June 2008 by School of Language and IO staff with a view to joining pre-sessional/EMMA and then subsequent Masters programmes. Around 12 students, who would otherwise not have come to Brighton, appear to have been recruited as a result of this, at this stage. This will be repeated and extended in 2008-2009.

2.5.3 International Collaborations/Partnerships

IO staff initiated and contributed to the formalisation of a number of new international collaborations and partnerships in countries such as India, China, Japan and Korea. They also liaised with Faculties/Schools/Registry Partnerships with regard to the support for existing collaborations and partnerships and the recruitment/international development activities that might arise from these.

2.5.4 Internationalisation activities

IO staff contributed to the implementation of the Student Administrative Improvement Programme (SAIP) process reviews and their outcomes, in particular with regard to the PG admission review. The internationalisation audit involved steering group attendance, the facilitation of student focus groups, workshop attendance and the writing up of a series of audit reports. The i-graduate International Student Barometer was also commissioned to support the audit outcomes.

2.5.5 International Student Marketing

A new 2009 International student prospectus was produced in conjunction with Marketing staff, as were other international student marketing materials e.g. website development, banners, flyers, country-specific advertisements. The international student country fact sheets were up-dated, as were the guides to international student qualification equivalences. The Brighton Partner College International Foundation Year was established with City College, Brighton, Sussex Downs College and Sussex Coast College, Hastings with accompanying mini-prospectus and application form and application procedures. This should aid recruitment onto University of Brighton UG programmes from 2009 entry.



2.5.6 International Student Support

IO staff were involved, in conjunction with Student Services, in the preparations for the international student orientation week. On the basis of the International Student Barometer outcomes, IO staff contributed to meetings at which recommendations were proposed and discussed. The IO also organised an International Student Celebration event at the Sallis Benney theatre which was attended by almost 400 students, musicians and local dignitaries. Support was also provided for prospective University of Brighton international students at local Partner/Feeder colleges.

2.5.7 International Student Finance and Visa issues

The international student deposits requirement was applied and reviewed and contributions were made to the discussion over the new Border & Immigration Agency’s points-based system for immigration to be introduced in 2009. Preparations for this took the form of a number of consultation meetings with University of Brighton staff likely to be involved in its implementation. As part of the ‘start of year group’ series of meetings, proposals were made in conjunction with Registry/School of Language, Literature and Communication/Accommodation colleagues to facilitate smooth progress for international students from pre-sessional/EMMA courses to their subsequent degree programmes.

2.5.8 International Student Scholarships

The International Student scholarship schemes were administered and the DfID Commonwealth scholarship award was added to the range of options available.


Student information 3. Student statistical data

3 Student statistical data

3.1 Student Numbers table 1

The data used for the annual monitoring of Academic Health allows staff the opportunity to undertake controlled queries on the information, using Microsoft Excel. This dataset also includes comparable data from the previous two years, but will not be totally consistent with any data provided prior to 2004-05 for the annual Academic Year Review. Any comparisons with previous years in this report are based on the data provided by this method, and reference should not be made to versions of the Academic Year Review reports for 2003-04 and earlier.

When reading this summary analysis of the 2007-08 position, the Notes for Guidance that accompany the annual Academic Health dataset on Staffcentral should be referred to for a full explanation of definitions and data used. Where reference is made to comparable statistics from the Higher Education Statistics Agency (HESA) these come from the annual HESA Reference Volumes, for which the latest series available covers the academic year 2006-07.

2007-08 saw an overall increase in the number of students who were active* during the academic year of 3.1%. This is in contrast to a 0.5% increase in the previous year (2006-07). An analysis of the Higher Education Students Early Statistics (HESES) Returns made by the University in 2005-06, 2006-07 and 2007-08 shows a decline in growth over the period, with an increase between 2005-06 and 2006-07 of less than 1% (0.12%) between 2005-06 and 2006-07 and a decrease in growth between 2006-07 and 2007-08 of just over -4%. These apparent differences will be in large part due to the different datasets used for internal analysis and external returns, as the note* below indicates.

Postgraduate Research students increased by 2.3% from 2006-07, a drop from the 3.5% increase experienced between 2005-06 and 2006-07, and there has been an 3.6% increase in the overall numbers of Postgraduate Taught students between the same period. Undergraduate students have shown an increase of just over 3.0% between 2006-07 and 2007-08, and make up 80.2% of the total student population in 2007-08, the same proportion as in 2006-07. This compares to 77% in the HE sector as a whole for 2006-07, according to HESA statistics (the latest data available).

Table 1 shows the number of students by faculties and schools, including all partner institutions, for the last three academic years, broken down by level (PGR, PGT, UG) and mode (FTS, PT). The information shows that the proportions of students by both level and mode have remained fairly consistent over the period.

* The dataset used for the analysis provided includes all students active in the academic year 1st August - 31st July as recorded on the student record system (SITS). Students at Partner Colleges and other partner institutions, as well as BSMS, are included in the overall numbers. For students who transfer between courses, only the enrolment relating to the course transferred onto will be included in the numerical count. It is important to note that this



definition is not consistent with either the HESA or HESES Standard Student Populations, where students who withdraw before December 1st are excluded from any external reporting. This data should not therefore be used for any external purposes, unless accompanied by appropriate explanations.

3.2 Student profiles – tables 2 to 8

Comprehensive profile data at a course, school and faculty level is available for download on Staffcentral, and is intended to be of particular assistance to staff compiling monitoring reports for the Academic Heath process. Staff will need to login to Staffcentral to access the file, which can be found by selecting the Academic Health Data button on the Homepage. The following analysis summarises the key indicators from that information, including analysis by qualifications on entry, domicile and tariff scores.

3.2.1 Age on entry – tables 2 and 2a

There has been no significant change in the age distribution of students during the last three academic years. Whilst there has been a steady increase in the proportion of students aged between 18 and 20 (39% in 2005-06, 41% in 2006-07 and 42% in 2007-08), the University as a whole (all levels and modes) continues to have a high proportion (57%) of mature students (i.e. 21 and over). Of full-time undergraduate students, some 66% are young (under 21 on entry).

3.2.2 Gender – tables 3 and 3a

The overall proportion of female to male students has decreased slightly between 2006-07 and 2007-08. However there has been an increase, albeit small, in the proportion of female students undertaking full-time Undergraduate programmes (57% of females in 2006-07 were on FT UG programmes whilst 58% of females were on FT UG programmes in 2007-08). The proportion of female students (62%) exceeds that of the HE sector as a whole, where female students made up 57% of the entire HE population in 2006-07.

3.2.3 Domicile – tables 4 and 4a

Students report on their country of domicile at entry. There has been a 14% decrease in the number of Overseas students over the three year period 2005-06 to 2007-08. In 2007-08 Overseas students formed 6% of the total student population. According to HESA statistics, students from outside the EU represented 10.1% of the entire HE population in 2006-07.

EU (non UK) students have consistently formed 7% of the total University (including Partner institutions) population over the three year period. However the proportions may be affected by the number of unknown values (132 students in 2007-08 for whom no domicile data is recorded).

3.2.4 Entry Qualifications – tables 5 and 5a

For the purposes of returns to HESA, we are required to code students according to their highest qualification held at the point of entry. It should be noted however that this is not necessarily the qualification required for entry.



There has been a steady increase in the proportion of students holding A/AS levels and equivalent qualifications over the three year period, from 43% in 2005-06 to 46% in 2007-08. The increase in the proportion of ‘Not known' is not welcomed, particularly in light of the changes to the HEFCE funding methodology and requires further investigation.

32% of students who already hold a postgraduate qualification are undertaking a further programme of study at undergraduate level. This becomes increasingly significant with the introduction of the new “ELQ” policy, whereby HEFCE no longer fund through the ‘T’ Grant students studying on programmes when they already hold either an equivalent or higher qualification.

3.2.5 Tariff Scores – tables 6 and 6a

Where students enter the University on the basis of A/AS levels, table 6 summarises their tariff scores. All other students are reported as ‘Not applicable/not known’. It should be noted that the tariff associated with General Studies is included in the data, although General Studies is not always applicable for the calculation of tariff for entry.

Some 28% of students on UG programmes (both full and part-time) who have A/AS levels have tariff scores in excess of 320. This is an increase of just over 3% on the position in 2006-07, and matches a similar increase between 2005-06 and 2006-07.

3.2.6 Ethnic Origin – tables 7 and 7a

Students self-identify at the point of application/entry to higher education, and can choose to refuse this information. HESA require us to collect this information for all Home domiciled students, but it is not compulsory for students from Overseas.

The proportion of students from an Asian/Asian British background has remained steady at 6% between 2006-07 and 2007-08, and the proportion of Black or Black British has remained constant at 4% over the same period. The proportion of White students has declined by 1%, a trend that has pertained over the three academic years shown (77% in 2005-06, 75% in 2006-07 and 74% in 2007-08) when all populations are included. However, if we exclude both the ‘Not known’ and ‘Information refused’ values from the analysis, all populations have remained constant over the past 3 academic years. According to HESA statistics the participation in HE by students from ethnic minorities continues to increase overall, and in 2006-07 16.4% of first year students of known ethnicity were from ethnic minority groups, an increase from 16.0% in 2005-06.

3.2.7 Disability – tables 8 and 8a

The proportion of students declaring a disability has remained constant at 9% between 2006-07 and 2007-08. In 2007-08, 84% of those declaring a disability were on undergraduate programmes of study, a decrease of 1% on the previous year, 14% were on postgraduate taught programmes and just 2% were undertaking research degrees. HESA statistics confirm that in 2006-07 7.5% of the total UK domiciled HE population had a declared disability.



3.3 Progression - tables 9 to 16

The Academic Health dataset includes detailed data on progression and awards recorded on the SITS system as at 11th August 2008. Thus the proportion of students for whom a progression decision has been deferred until September are known and reported as an additional performance indicator for consideration at annual monitoring. Once deferral boards have met (and the data has been recorded on SITS) the Academic Health datasets will be reissued to provide further analysis on the outcome of those students as well as others for whom no decision was known as at 11th August. The two assessment periods are identified in the tables attached and in the detailed datasets made available for school use.

This analysis and the datasets provided to the Schools for the purposes of Annual Monitoring compare this year’s data (2007-08) with 2006-07 and 2005-06 data at the equivalent point in time. Thus it is possible to see whether the proportion of students subject to deferral or progressed with conditions has increased or decreased since last year at the same time.

The data for 2007-08 shows that there has been an observable reduction in the proportions of students for whom progression conditions have been set, from 3.0% in 2006-07 to 1.8% in 2007-08. There is a 1% decrease in the percentage of deferred decisions, from 12.1% in 2006-07 as at 11th August 2007, to 11.1% in 2007-08 at the comparable point in time. The analysis shows that as at 11th August 2008 there were some 2,550 students for whom a decision on their progression had been deferred to a subsequent board. This is in addition to the 3,976 students for whom no progression decision had yet been recorded on the SITS system, either because the summer board had yet to meet or because the progression data resulting from Board decisions had not yet been entered by Schools at the point at which the dataset underpinning this analysis was retrieved. The increase of this particular figure is disappointing to note, given the continued implementation of the “Automated Progression” facility in Schools, in order to speed up the capture of this important data, the absence of which impacts on students’ abilities to re-enrol for the following year in a timely fashion. The bulk of unknown decisions appear to be within the School of Nursing and Midwifery where some 74.3% of their students had no outcome recorded as at 11th August 2008.

Tables 10 – 16 take a summary view of progression outcomes according to the profile characteristics of our students (age on entry, ethnic origin etc) for the three year period. Thus, the proportion of female students progressing unconditionally shows some fluctuation over the period (25% in 2005-06, 28.7% in 2006-07 and 27.5% in 2007-08), whilst the percentage of male students progressing with conditions has decreased from 4.1% in 2006-07 to 2.4% in 2007-08 (table 11). The proportions will however be affected by the volume of students for whom an outcome is as yet unrecorded (17.4% of the total population in 2007-08).

3.3 Progression - tables 17 to 24

As with the Progression analysis above, data on achievement is presented consistent with the position as at the equivalent point in time last year. Thus it is possible to compare awards as recorded following the summer boards. When the second set of the Academic Health data is released after



subsequent boards over the September period, additional Achievement data will become available, and will be provided such that the data from earlier years again matches the same time period and facilitates direct comparison.

Table 17 reports the award outcome for all those students who successfully completed their programme of study in 2007-08 as well as for the previous two years, by faculty and school, as known from the Summer Examination Boards.

It is important to note that achievement data will also include awards made in any one year from dormant status i.e. students for whom the final outcome was not agreed/conferred in their last year of active enrolment, but in the following academic year. Thus the numbers reported under any Progression analysis for students who have ‘Course completed’ in any one year will not exactly match the numbers of awards reported for that same academic year.

The proportion of 1st and 2:1 class degrees awarded to students undertaking a degree-level programme of study has remained fairly constant over the three year period. Tables 18 – 24 summarise those achievements by the student characteristics, enabling us to identify any discernible differences between different student groups.

Tables 1 to 24 are located at the end of this document.


Academic developments, 4. Strategic Planningactivities and performance

4 Strategic Planning

4.1 Planning and Data Analysis

4.1.1 Corporate Plan 2007-12

Following the launch of the University’s new Corporate Plan 2007-12, the Strategic Planning Unit’s focus of attention during 2007-08 turned to issues of implementation and the local strategic planning process. Faculties and Central Departments prepared draft strategic plans which were reviewed by Deans and Heads and through the University’s committee structure. Plans were discussed with the senior management team and then as part of the annual budgeting and planning meetings. The intention is better to align planning and resource allocations.

A new approach to assessing and evaluating the University’s progress against the aims in the Corporate Plan developed by SPU was agreed by the Board of Governors. The revised method includes a summary presentation of the indicators of success set out in the Plan in the form of a ‘dashboard’ with an accompanying analytical and self-critical commentary. The first such analysis was received by the Board in the autumn with annual updates to follow. This forms the basis of the Annual Monitoring statement to HEFCE, part of the University’s accountability arrangements.

4.1.2 Data analysis

The Unit has two planning and data analysts, Penny Jones and Debbie Smith, who lead the work on the University’s data analyses. During the year they offered a series of ‘data road-shows’ to Faculties, Schools and Departments, where they presented and described the suite of analyses and range of institutional and sector data available and offered colleagues the opportunity to provide useful feedback. Major projects completed during the year include:

analysis of National Student Survey (NSS) 2007 data annual Student Retention report annual Student Withdrawal survey report analysis of HESA Performance Indicators analysis of University League Tables analysis of the University’s bursary and scholarship scheme analysis of the University’s research degree qualification rate annual Recruitment Group data report analysis of the effects of HEFCE changes to the funding of

students with equivalent or lower qualifications (ELQs)

Work continues on finalising the University’s data framework, which aims to clarify the various data sets owned and analysed across the institution in any year and to maximise the effective use of data for decision-making. This framework will spell out what data are available, to whom, when and which committees make use of the various analyses.

All the reports and analyses produced by the Unit are available on the SPU pages on staffcentral at http://staffcentral.brighton.ac.uk/spu/


http://staffcentral.brighton.ac.uk/spu/


Penny Jones and Elizabeth Maddison presented a paper on the University’s approach at the first UK conference on institutional research in June.

4.1.3 Student number targets

The annual discussions about student number targets were concluded successfully, aiming to meet the three funding contracts - HEFCE, NHS and TDA - and one of the indicators of success in the new Corporate Plan (Aim 1). A group of external consultants was appointed to develop a specification for a new University student number database to assist and improve the planning process. An invitation to tender for development of the database is to be issued in the autumn. The work on student number targets was hindered significantly by HEFCE’s decision part-way through the cycle to withdraw funding for students following equivalent or lower qualifications. This will have a major financial impact and throws uncertainly into the planning process.

4.1.4 Student retention

The Unit continued to co-ordinate aspects of work on student retention, in accordance with the Corporate Plan indicator that the University should sustain undergraduate retention above its benchmark (Aim 4). Student retention activities are co-ordinated mainly through the work of the Student Retention Review Group (SRRG), chaired by the Head of Strategic Planning, Elizabeth Maddison, and recorded in the Student Retention data report published in May each year. The work of the Group includes the support and review of various retention projects across the University and reporting any policy or practice recommendations to the Academic Standards Committee.

The roll-out of the two major retention projects continued – Student Support and Guidance Tutors (SSGT) and Student Ambassadors – with the majority of Schools now running at least one of these. Rachel Bowden, Deputy Head of Planning, and Paula Wilcox (SASS) presented a paper at the UK’s first Institutional Research Conference in June 2008, outlining the University’s approach to work on student retention and the development of the Student Support and Guidance Tutor model.

In December 2007, the SRRG organised a University-wide Student Retention Conference, with keynotes from the National Audit Office and two national experts in the field of student retention and success. Over 100 delegates attended the event including staff from Partner Colleges.

The SRRG together with Rachel Page from Student Services also maintains the student retention website, On the Right Path? An on-line survey was conducted during the year to gather feedback from both students and staff as to the usefulness of the current pages and work is underway to re-launch the site in the autumn with a new marketing campaign to raise awareness together with new and revised content. The pages can be found at www.brighton.ac.uk/ontherightpath

Work continued to understand more about the reasons why students withdraw from the University through the use of a withdrawal questionnaire sent to every student who leaves their course. Students are asked to rate a number of factors about the course, University support, and personal issues that might have influenced their decision to leave. A report on the results is produced annually which describes the main reason given by students for


http://www.brighton.ac.uk/ontherightpath


withdrawing, which people and services they contacted when they were considering withdrawing and what if any further support or services might have influenced them to continue. The results of this year’s survey resented at an SPU lunchtime seminar.

4.1.5 Differential fee, bursaries and University of Brighton Scholarships

The Unit continues to lead the development of the University’s policy for differential fees and bursaries under the new tuition fee regime from 2006, and the supporting Access Agreement required by the Office for Fair Access (OFFA). The Differential Fees Working Group, chaired by David House, Deputy Vice-Chancellor, continued to meet to agree policy decisions and to review operational details for the new system.

During the year the Group focussed particularly on understanding the effects for the institution of the sudden withdrawal of Government funding for students applying to study for an equivalent or lower qualification (ELQ). The University decided to continue to fund these students for entry in 2008-09 but noted that the fee level would have to be reviewed for such students in 2009-10 to reflect the loss of public funding.

The Group also manages the University of Brighton Scholarships and the process for the award of these by Heads of School and Partner Colleges continued. For 2007-08, 200 Scholarships were awarded to students based on performance in their end of year assessments. A celebratory event for those award winners who have just completed their first year of study will be held in the autumn where they will be presented with their awards by the Vice Chancellor. A number of winners this year are Scholars from the first year of the scheme.

4.1.6 Partner College Planning

Planning for partner colleges continues to be overseen by the Partnership Manager, Tanya Izzard, working across both Registry and SPU. This has included liaison with colleges on bidding for additional student numbers as well as working closely with the Sussex Learning Network. Additionally, work has been ongoing to help colleges prepare for the development of college HE strategies, in line with HEFCE requirements.

4.1.7 The Accountable Institution

A new piece of work during the year has involved the Head of Strategic Planning working on a project commissioned by HEFCE from Brighton and two other institutions, to review what makes for ‘the accountable institution’. Taking institutional corporate plans as the starting point, consultants are reviewing existing approaches to stakeholders and are making recommendations about good practice. The idea behind the project is that enhanced accountability led by institutions themselves will lighten the burden of reporting required by external agencies.



4.2 Social Engagement

4.2.1 Widening Participation

The Strategic Planning Unit has responsibility for the University’s policy on widening participation, which now forms part of its third Corporate Plan aim in respect of building economic and social engagement. This year as last, attention has focused on delivery of the additional activities covered by the University’s Access Agreement; providing evidence to OFFA about the implementation of the Agreement; and updating the web pages. In addition, the REMAS project that supports individual refugees who wish to access higher education has been independently reviewed. As a result University funding has been secured for two years to develop this work, and Barbara Bargione will be the new Refugee Access Worker.

The Corporate Plan 2007-12 reiterates targets for participation, drawing on the national indicators of entrants from social classes, low participation neighbourhoods and state schools (Aim 3).

The latest data available for the academic year 2006/07 shows that the University has consistently exceeded its benchmark on previous education and remains above the sector (England) average. The participation of students from lower socio-economic groups remains stable, although just below its benchmark. Whilst the participation of students from low participation neighbourhoods is above benchmark using a newly constructed measure. A new Widening Participation Manager has taken up post. Sarah Cullen will be based in the Registry but will continue to work closely with SPU on other aspects of social engagement. A key task for 2008-09 will be to prepare the social engagement strategy for University approval.

4.2.2 Community University Partnership Programme (CUPP)

The Community University Partnership Programme (CUPP, www.cupp.org.uk) established in March 2003 is based within the Strategic Planning Unit and continues to be led by David Wolff. CUPP aims to enhance community access to the university and to develop partnership working with local communities for mutual benefit. 2007 was CUPP’s first year of core funding from the university after the funding from the Atlantic Philanthropies came to an end.

The University of Brighton, in partnership with 8 other higher education institutions in Sussex, Kent and Hampshire, has been successful in winning 3 year funds totalling £3 million from the Higher Education Funding Council England(Hefce)for a new programme to ‘demonstrate’ community-university engagement. In Sussex, South East Coastal Communities funds will be used to ensure effective access for community organisations into the Universities of Brighton, Chichester and Sussex. Cupp has begun to develop four significant ‘Communities of Practice' with practical projects, shared learning and dissemination. These communities of practice bring together academics, community practitioners, students, service users and community members to enhance health and wellbeing and focus on: Older people; Young people and families; Lesbian, Gay, Bisexual, Transgender (LGBT); Disability. As part of this programme we are also expanding the Cupp Helpdesk to Hastings, based at University Centre Hastings.


http://www.cupp.org.uk/


The year saw the completion of the Equal programme which attracted £160k of research funds to the University, jointly managed by Cupp and Professor Andrew Church. This programme looked at barriers to employment for vulnerable groups.

The CUPP Research Helpdesk, with support from its team of senior academics, responded to 99 Brighton and Eastbourne community enquiries in the year 07-08 (160 in 2006-07). This has slowed somewhat from previous years as organisations have developed their own capacity. Over 50% of enquiries led to a piece of one-to-one consultancy work, with the remainder being advice or referral. 10% of enquiries led to some kind of research partnership project. The Hastings Helpdesk, only a few months into its operation, has already had over 30 enquiries.

Student Community Engagement is a fast developing strand of work within the programme. CUPP, in partnership with the School of Applied Social Science, manages a series of cross-university modules which offer students the opportunity to undertake a piece of community-based work as part of their accredited learning. This year a total of 308 students (2006-7: 152 students) completed the Level 2 and 3 modules offered, involving over 150 community organisations. A tutors’ group was established with a new fund during the year and they initiated 5 small (typically 1k) projects that enhanced student involvement in community activity.

Brighton and Sussex Community Knowledge Exchange (BSCKE) continued into its fourth year, funded the from Higher Education Innovation Fund. During the year CUPP was successful in a bid to Hefce for a fifth year (08-09), although we are aware that this will definitely be the last year. This year BSCKE has initiated a further 8 multi-sector projects representing 15 academics from 9 different schools and 15 community partners. Projects cover: children & young people; disabled People; black and minority ethnic people; older people; LGBT. Projects typically last a year and attract funding of approximately £10k.

During the year Cupp has held successful events on matching university staff to community organisations seeking trustees, research forums (2 on social mentoring, looked after children and young people), a launch of the Helpdesk in Hastings and 2 research drop ins. The collaboratively-produced book entitled “Community University Partnerships in practice”, involved 40 authors from the university and community and has been published by NIACE, edited by Angie Hart, Elizabeth Maddison and Dave Wolff. The book was launched alongside 3 other University of Brighton - Community collaborations. Its initial print run of 500 has been sold and it has now been reprinted.

4.2.3 Aimhigher

The University continues to be the lead institution for Aimhigher Sussex, which involves all the HEIs in Sussex, 11 FE colleges and 28 schools. Directed by Liz Allen, it is aimed at increasing aspiration and achievements of young people in Sussex who may then apply to HE anywhere in the UK. The programme involves a range of interventions for students from year 9 onwards, in relatively deprived locations with no family history of higher education. A number of thematic projects also support students with disabilities, older learners and young people in care.



Over 2007-08 the project has increased its work supporting vocational progression to higher education, within a “learner progression framework” that aims to offer a mix of core, targeted and curriculum-specific interventions. Emphasis has also been placed on partnership working between partner universities, in relation to admissions, young people in care and changes in the 14-19 curriculum. Programme evaluation has included guided sessions with Year 11 students to explore the impact of Aimhigher, and future plans include joint research with the university on undergraduate perceptions of Aimhigher and other outreach work.

Aimhigher Sussex has been awarded increased levels of funding for the next three years and Brighton will continue as the lead HEI. The new 3 year plan establishes curriculum networks, two of which will be hosted by the university: Creative and Media Arts, and Engineering and Construction. Additional schools will be targeted, and there will be a new programme of key subject support for GCSE students offered by undergraduates from Brighton, Sussex and Chichester. Both these developments, alongside an increased volume of college-level, vocational interventions, are aimed at creating a more systematic engagement with learners, deepening the engagement of all partners and supporting more effective relationships between them.

4.2.4 Sussex Learning Network

The Sussex Learning Network has been led by the university on behalf of a partnership of stakeholders in vocational higher education across Sussex. The university led the successful bid for an initial three years of HEFCE funding, until 31 August 2008, to establish the SLN. The successes of the SLN, under the governance of a Board chaired by the Vice-Chancellor, and the directorship of Chris Baker, have led to a current bid to extend the SLN’s work and create a Centre for Work and Learning for Sussex, also led by the university. The outcome of this bid should be known in the near future.

During the year the SLN has achieved significant successes in a number of key areas of activity, continuing its role as an important focus for the development and delivery of vocational higher education in Sussex. The core team of seven, supported by forty staff drawn from universities and colleges across Sussex, has worked to deliver new opportunities for learners to find out about vocational higher education, to study and to progress. Surrounding this work has been a strong programme of staff development and communications.

The SLN’s information, advice and guidance work, led by Maureen Haywood, has received national recognition and is now the basis for a two-year regional project that will extend the existing ‘Learning Opportunities’ service across the South East. The new project has attracted funding from the three other Lifelong Learning Networks in the South East, the Learning and Skills Council, and SEEDA. During the year, ‘Learning Opportunities’ has provided online and paper-based information, advice and guidance to learners, potential learners, advisers, employers across Sussex. New relationships with brokers have also been established, and bespoke training on vocational higher education has been provided very successfully for Train to Gain brokers. Usage of the ‘Learning Opportunities’ website has increased to an average of 4,000 hits each month, and an average of 316 personal planning packs are downloaded each month by learners and potential learners.



The SLN has continued to open up opportunities to study the vocational curriculum at higher education level. A total of 29 new courses have been developed, with a particular focus on work-based learning and foundation degrees. Of particular note this year has been the development of a work-based top-up degree, to enable learners holding a foundation degree to progress to honours level within a work-based environment. A further 73 courses across 10 universities and colleges have been supported through the allocation of a share of the SLN’s 1000 FTEs, with the final 254 of these recruited during this year.

Over 300 progression agreements have now been developed, offering guarantees to support learners to progress into and through vocational higher education in Sussex. A management group has been established to maintain and implement the agreements, and a web-based directory of agreements, Sussexroutes, has been launched and promoted to learners and advisers.

To support its work and promote understanding and usage of the resources developed, the SLN continued its ambitious programme of staff development. As well as six small twilight sessions with invited speakers, and a foundation degree symposium in April, the SLN ran its usual annual conference, this year over three-days, attracting upwards of 400 delegates. A number of specific events for staff involved in admissions have been well received, and are complemented by resources produced on the website and in hard copy for practitioners.

The SLN’s communication function is driven mainly via the website, which continues to be a resource for the range of audiences within the university and its partner institutions, more widely across Sussex, and beyond. This year average hits on the SLN website have risen to 3,640 per day. In addition a regular electronic newsletter is disseminated to a contacts list of over 1,000, and the SLN has established and supported a number of specialist groups and networks, enabling communication on specific issues across organisational and institutional boundaries. As one of the first Lifelong Learning Networks, the SLN has taken the lead on a number of initiatives nationally. This year these have included a successful research forum, showcased at the SLN annual conference. Looking forward, the SLN will attract interest from Lifelong Learning Networks and others as it implements its plans for sustainability, and it will conclude this first period of funding with the production of a final report and publication of an e-book, with a wide range of contributors examining some of the key issues that Lifelong Learning Networks are tasked with addressing.

The SLN has established a Student Network, led by Rebecca Duffy, to involve students in its work and to create a space for the learner voice. The network offers paid work experience to students on vocational courses within Sussex, in areas related to their study. The students, who are studying courses including media, web design and journalism, have produced a website containing information for vocational students, with opportunities for others to submit ideas and case studies, and to contribute via the blog. In addition, learners who have made use of the SLN’s online resources to search for courses or progression agreements are asked whether they are happy to be contacted and, if so, are followed up and asked for feedback on the service provided. This feedback is used by the SLN and partner institutions to inform service development, and this year it has highlighted



some specific issues which the SLN has been able to address through the provision of staff development events. Students have contributed to the SLN’s conference, participating in and leading sessions, and Matt Herd, a second year student at the university, has worked with the SLN this year on an innovative project to create a database of foundation degree modules, creating potential for cross school and cross institutional collaboration.


Academic developments, 5. Academic developmentsactivities and performance

5 Academic developments

5.1 Course approvals, changes and withdrawals

During 2007/08 the Academic Development Committee approved 48 new award titles (compared with 79 in 2006/07, 63 in 2005/06 and 66 in 2004/05). The Committee also approved a number of course title changes and withdrawals, as illustrated in table 1.

Table 1 Course title approvals, changes and withdrawals 2007/08

Level New Re-titled Withdrawn

Foundation degree

1 8 5

Degree 27 13 9Postgraduate 7 6 9Other 13 6 5Total 48 33 27

At the recommendation of the Academic Development Committee, the Academic Board approved the addition of the following new awards to the University’s portfolio: Doctor of Biomedical Science (DBMS), Doctor of Health Care (DHC), Doctor of Pharmacy (DPharm) and Master of Laws (LLM).

5.2 Course validations

60 new awards were validated in 2007/08, as described in table 2. This compares with 66 new awards in 2006/07, 46 in 2005/06 and 52 in 2004/05, suggesting a fairly constant rate of new course development in recent years. Table 2 also includes five developments which involved approving delivery of existing courses at partner institutions. During 2007/08 the University approved its first foundation diplomas, which are designed to appeal to part-time learners and employers by integrating academic and work-related learning within flexible two year programmes. The year also saw the validation of the new award of Master of Laws (LLM).

At its October 2007 meeting, the Academic Standards Committee received a report confirming that conditions for programmes validated during 2006/07 had been met. The validation reports workshop in November 2007 focussed on the University’s engagement with the QAA academic infrastructure in new course development.

Table 2 Courses validated in 2007/08

Faculty of Arts and ArchitectureFaculty validations

BA (Hons) Moving ImageMFA Moving ImageMFA Digital Music and Sound ArtsMFA PhotographyMDes Graphic DesignMDes IllustrationMA Digital Media ArtsBA (Hons) Screen StudiesBA (Hons) Globalisation: History, Politics, CultureBA (Hons) Humanities: War, Conflict and Modernity



University validationsFdA Contemporary DanceMA Inclusive Arts PracticeFdA Street Arts PerformanceFdA PhotographyFdA Music Production

Faculty of Education and Sport Faculty validations

BA (Hons) Sport Coaching and DevelopmentBA (Hons) Media and English Literature

Faculty of Health and Social ScienceFaculty validations

Prof Doc Biomedical SciencesProf Doc Health and Social CareProf Doc PharmacyBA (Hons) Politics and SociologyBA (Hons) Politics and Social PolicyBA (Hons) Politics and Applied PsychologyBA (Hons) Politics and Criminology

BA (Hons)Health and Social Care and Applied Psychology

BA (Hons) Health and Social Care and SociologyBA (Hons) Health and Social Care and Social Policy

FdScHealth and Social Care (Supporting Long Term Care)

FdScHealth and Social Care (Mental Health & Psychosocial Care)

FdScHealth and Social Care (Children, Family & Public Health)

FdSc Health and Social Care (Adult & Critical Care)MSc Principles of Podiatric SurgeryMSc Sports Injury Management

University revalidationBA Social Work

Faculty of Management and Information SciencesFaculty validations

BA (Hons) Accountancy StudiesBA (Hons) Food and Culinary ArtsLLM Master of Laws

University validationMComp Software EngineeringMComp Computer ScienceMComp Business Computer SystemsFdA Food and Culinary Arts (Work-based route)BA (Hons) Event Management*BA (Hons) Hospitality Management*

University approval eventsMA International Event ManagementFdA Business (delivery by enlarged consortium)FdSc Computing (Information Systems)



Faculty of Science and EngineeringFaculty validations

BSc (Hons)Sustainable Product Design with Professional Experience

BSc (Hons) Analytical Chemistry with BusinessMSc Town PlanningMRes BioscienceBSc (Hons) Earth and Ocean Sciences

University validationsFDip Equine Sports CoachingFDip Field BiologyFDip Wine ProductionFDip Garden DesignFDip HorticultureFdSc Veterinary NursingMSc Industrial Product Design

University approval eventsBEng Engineering (franchise of level 1 to CIIS, India)

Cross-Faculty developmentUniversity validations

BA (Hons) English Literature and Community HistoryBA (Hons) Sociology and Community HistoryBA (Hons) Environmental Biology and EducationBA (Hons) Environmental Biology and Media Production

Northbrook College SussexUniversity (HERB) validations

BA (Hons) Business AdministrationBA (Hons) Music PerformanceBA (Hons) Music ProductionBA (Hons) Music Composition for Film and MediaBA (Hons) Music Business and Management

5.3 Periodic review

2007/08 was the first year of operation for the University’s new periodic review process, which replaced the previous practices of internal subject review and revalidation. More than fifty named awards have been reviewed, at around twenty events, as set out in table 3. All reviews have incorporated student participation, external input, and representation from the Academic Standards Committee. Initial feedback suggests that periodic review has been well-received as a framework for enhancing quality and streamlining process. The Academic Standards Committee will continue to monitor the impact of the new process.

Table 3 Courses reviewed in 2007/08

Faculty of Arts and Architecture

BA (Hons) Architecture (RIBA Part 1)PGDip Architecture (RIBA Part 2)



MA Sequential DesignMA Design by Independent ProjectBA (Hons) Graphic CommunicationBA (Hons) IllustrationBA (Hons) Digital Music and Sound ArtsBA (Hons) PhotographyMA PhotographyMA Architectural StudiesMA Interior DesignBA (Hons) ArchitectureBA (Hons) Humanities and Critical StudiesBA (Hons) Cultures, Histories, Literatures

Faculty of Health and Social Science

Prof Doc Health and Social CarePGCert Clinical EducationMSc Rehabilitation ScienceBA (Hons) Sociology and Social PolicyBA (Hons) Criminology and SociologyBA (Hons) Criminology and Social PolicyBA (Hons) Social ScienceBA (Hons) Applied Social ScienceBA (Hons) Applied Psychology and CriminologyBA (Hons) English Literature and SociologyBA (Hons) Applied Psychology and SociologyBSc (Hons) Acute Clinical PracticeBSc (Hons) Professional Practice

Faculty of Management and Information Sciences

MA Personnel and DevelopmentMA LawPGDip LawCPE LawMA Information StudiesBA (Hons) Media StudiesFdA Business

Faculty of Science and Engineering

MSc Environmental Assessment and ManagementMSc GIS and Environmental ManagementMSc Water and Environmental ManagementFoundation Course

Engineering

FdEng Mechanical and Manufacturing EngineeringFdEng Electrical and Electronic Engineering

UK4 programmeFdEng Automotive Engineering (at Northbrook)

Motorsport Engineering (at Northbrook)BSc (Hons) Sports Product Design with Professional Experience

BSc (Hons) Product Design Technology with Professional Experience



BSc (Hons) Product Design with Professional Experience

PGDip PharmacyBSc (Hons) Pharmacological SciencesBSc (Hons) Pharmaceutical and Chemical SciencesMPharm Master of Pharmacy with honoursPGDip General Pharmacy PracticeMSc/PGDip Community Pharmaceutical HealthcareMSc/PGDip Industrial Pharmaceutical StudiesMSc/PGDip Clinical Pharmacy PracticePGCert Applied TherapeuticsMRes Pharmaceutical and Biomedical Sciences

5.4 Partnership developments

5.4.1 During 2007-08, 12 new college-based programmes were successfully validated for a 2008 start. This includes five new foundation degrees, five new foundation diplomas and two honours degrees. The foundation diploma is a new University award which enables students to study to Intermediate level on a part-time, two-year programme. The two honours degrees will be delivered at City College Brighton & Hove with a joint contribution to delivery by the University and the College. The majority of these programmes have been supported by additional student numbers from the Sussex Learning Network.

5.4.2 Additionally, the University approved the delivery of four programmes by additional partner institutions. The MA International Event Management was approved for delivery at the existing partner institution Angell Business School, Freiburg, Germany. The Canadian Institute of International Studies (CIIS), India, was approved as a partner institution of the University and approved to deliver the first year of the BEng Engineering programme. The delivery of the FdA Business by an enlarged consortium of FE colleges was also approved, as was the delivery of the FdSc Computing (Information Systems by Northbrook College.

5.4.3 The notice period for withdrawal from the University’s validation of the BSc (Hons) Osteopathy at the London School of Osteopathy and the BSc (Hons) Oriental Medicine (Acupuncture) at the International College of Oriental Medicine continues; it has been agreed that London School of Osteopathy may take one further intake to the BSc (Hons) Osteopathy in September 2008. The University will continue to work with both partners until students enrolled on the Brighton-validated programmes have completed or transferred to the validation of another higher education institution, whichever is the sooner. Both institutions are in discussions with potential new partner HEIs regarding the validation of these programmes.

5.5 Northbrook College

Northbrook College continued to implement its programme of review and revalidation of its existing programmes, with the Higher Education Review Board undertaking the revalidation of five Honours degrees. The remaining provision will be revalidated during 2008-09. Additionally, Northbrook was approved to deliver the FdSc Computing as part of the existing consortium. Northbrook College was also selected to participate in the HEFCE HE in FE strategy pilot.



5.6 International memoranda of co-operation and partnership

ADC approved 16 new memoranda of co-operation and/or annexes with international partners during 2007-08 and also approved two renewals of existing memoranda.

5.7 Socrates Erasmus

The European Commission’s Erasmus programme provides funding to facilitate mobility of students and staff between Higher Education institutions within Europe. In addition, during the 07/08 year, student mobility for work placements organised directly with an enterprise, and previously supported by the Commission’s Leonardo da Vinci programme, became part of the Erasmus programme.

For student study exchanges and teaching staff exchanges, bilateral agreements are established between the University of Brighton and partner institutions in Europe within a specific subject area. In 07/08 35 students from the University of Brighton studied at partner universities in Europe for periods of between 3 and 12 months; teachers completed 25 teaching visits to partner universities which included a minimum of 5 hours teaching. The trend continues to be that there are more incoming students (59 in 07/08) to University of Brighton pursuing Erasmus study periods as part of the exchange, than there are outgoing students who take up this opportunity.

In addition, thirteen fashion and textiles students completed work placements in Europe of mostly 3 months duration.

Outgoing Mobility from University of Brighton

05 – 06 06 - 07 07-08

Student study placement 28 38 35

Student work placement* n/a n/a 13

Teaching staff mobility 43 24 25

Erasmus Academic Coordinators in the schools facilitate and promote the study and teaching exchange programme to students and staff. The Industrial Liaison Coordinator in the School of Architecture and Design manages the implementation of fashion and textiles student work placements.

Central coordination and support is given by the European Programmes Administrator and the Erasmus Institutional Co-ordinator based in the Registry (Academic Standards).


Academic developments, 6. Researchactivities and performance

6 Research

6.1 HEFCE income

The HEFCE support for research in 2007-08 was distributed as follows: £4,003,300 was allocated to faculties and schools, £923,800 was allocated to central departments (predominantly Information Services £371,700) and a further £490,000 to contingency funding (Academic Development Fund £468,000 and non-pay inflation £22,000). The total support for research (£5,417,100) included transfers from HEFCE Staffing Strategy funding £390,000 and HEFCE Teaching funding £173,800. HEFCE Research funding for 2007-08 was £4,853,300.

6.2 Non-HEFCE income

Data relating to research grants awarded to the university during 2008/09 are included in Table 1 at the end of this section. Research grants overall were down by 23%, and all Faculties earned considerably less money than the previous year with the exception of Science and Engineering who earned over a £1 million more than in 2007/8. BSMS bids and awards are included as Table 2.

6.3 Research Strategy

The University research strategy 2008-12 has been drafted following an on-line consultation and a series of site-based consultations. It includes a series of targets and will be monitored on an annual basis. The strategy will be published in Autumn 2008.

6.4 RAE 2008

RAE 2008 was submitted on 30 November 2007. The University submitted 286 staff (FTE) in 16 Units of Assessment. The results will be published on 17th December 2008.

6.5 Virtual Research Unit

Over the year, the VRU processed 255 research grant applications. In May, the VRU carried out a survey of all university staff as part of a review of the service that it provides. The majority of responses received were favourable; any issues or questions raised tended to be specific in nature and so are being followed up on a individual basis.

In addition to its regular rolling programme of workshops, the VRU held a workshop on Academic Writing for Publication and also arranged well-attended external visits from the Wellcome Trust, the UK Research Office and the Engineering and Physical Sciences Research Council.

In June 2008 the VRU held the first University of Brighton research Sandpit based on the theme of Health, Wellbeing and Design. Sandpits aim to foster collaboration across disciplines and build research expertise within the university's community by developing ideas and concrete proposals to submit to the appropriate research council schemes. Three prospective groups have



emerged from the June event and potential ideas will be developed further at the subsequent September event.

In July the VRU hosted the first Research Networking event, which aimed to bring researchers together across the university to meet others and develop cross-disciplinary research projects in an informal setting. After the first event, colleagues were invited to submit applications for one of four research awards of £5,000 each to be announced in September 2008. The awards will be selected by a panel drawn from senior researchers across the university and will be used to develop collaborative projects.

VRU is currently implementing ‘ProposalNet’ - a scheme which aims to support researchers in research proposal preparation. Under this scheme, a group of 12-15 staff per Faculty attend a 3-hour monthly bid writing support meeting over a period of 10 months. ProposalNet will be made available to all Faculties, starting in January 2009 and will also train a future trainer within each faculty.

6.6 Research Ethics and Governance

The research ethics and governance framework set up in 2006/07 continued to operate smoothly, with the five Faculty Research Ethics and Governance Committees (FREGCs) meeting termly to review proposals. The University Research Ethics and Governance Committee now concentrates on addressing strategic and policy issues such as the impact of external developments, as well as monitoring the operation of the FREGCs and ensuring that relevant information and best practice is shared.

6.7 Research student numbers and trends

Table 3 contains details of all research students who were registered at the University of Brighton at the end of the academic year including those who were suspended. It shows that the number of students registered on a research degree at the university has been stable for the past three years.

Table 4 compares the number of new student registrations over the past five years, again these figures show a relative stability.

Table 5 shows the students who have completed or finished their studies. The number of students passing has remained relatively consistent over the past four years. Large numbers of students continue to withdraw and these statistics will be subject to further analysis by the Research Degrees Committee over the forthcoming year. The new progression process resulted in one formal exclusion from the University.

6.8 Diploma/Certificate in Research Methodology

67 students enrolled for one or more modules offered by the taught programme, 30 of which were newly registered research students. The Examination Boards awarded five Certificates and two Diplomas. The core module has been revised by a cross-disciplinary team following students’ feedback, and will be run in the new format from October 2008.



6.9 Research and Skills Development

A review of university provision for research skills and personal development of research students and early career researchers relative to the developing national agendas in this field is underway. A Working Group has met twice so far and will ultimately make recommendations to the Research Strategy Committee for changes in existing practice.

Table 1. Research Grants awarded to the University of Brighton for the year ended 31 July 2008

12 months to 12 months to Number of Av. Value *Comparison31 Jul 07 31 Jul 08 Projects by Faculty with Last

Year

£ £

Faculty of Arts and Architecture81,253 Faculty 23,447 4128,586 School of Architecture and Design 45,080 240,860 School of Arts and Communication 39,950 167,804 School of Historical and Critical Studies318,503 Total 108,477 7 15,497 66%

Faculty of Management and Information SciencesFaculty

100,544 Brighton Business School 165,664 2172,576 School of Service Management543,793 CENTRIM 178,226 1908,857 School of Computing, Maths and 67,876 2

Information Sciences1,725,770 Total 411,766 5 82,353 76%

Faculty of Education and Sport15,198 Faculty 9,895 128,690 Chelsea School 32,595 7

School of Education37,135 Education Research Centre 6,912 1643,691 School of Language, Literature 2,000 1

and Communication724,714 Total 51,402 10 5,140 93%

Faculty of Health and Social Science10,000 Faculty 170,730 3304,694 School of Applied Social Science 102,280 6227,084 School of Health Professions 124,482 6

School of Nursing and Midwifery 41,200 3541,778 Total 438,692 18 24,372 19%

Faculty of Science and Engineering192,159 Faculty 2,750 1552,128 School of Environment and 1,099,625 12

Technology (Engineering)750,967 School of Environment and 382,339 28

Technology (Environment)411,407 School of Pharmacy and 1,559,128 21

Biomolecular Sciences1,906,661 Total 3,043,842 62 49,094 60%

10,236 Institute of Postgraduate Medicine22,000 Administration & Service Departments

5,249,662 Grand Total 4,054,179 102 39,747 23%* Increase or decrease in amount of total grant awarded compared with last year, expressed as a % of last year's amount.



Table 2. BSMS Bids and Awards

Bid & Awards 04/05 05/06 06/07 07/08Approved

BidsAward amounts (£'000s) 427 1,521 817 503 Bid amounts (£'000s) 3,686 5,497 3,478 12,623 1,183No. of Awards 9.0 7.0 8.8 5.0 No. of Bids 19.5 20.1 23.9 35.2 3.6

Table 3. Registered research students

03/04 04/05 05/06 06/07 07/08Registered research students at end of academic year

374 389 432 439 436

Table 4. New research student registrations

03/04 04/05 05/06 06/07 07/08Registrations for MPhil 54 49 52 46 47Registrations for PhD 10 8 19 15 13Registrations for PhD by publication

0 0 2 0 3

Registrations for Professional Doctorates

35 28 33 24 18

Registrations for New Route PhD

4 2 0 0 0

Totals 103 87 104 85 81

Table 5. Research student completions

03/04 04/05 05/06 06/07 07/08MPhil 1 1 5 3 4PhD 31 37 26 48 32EdD 0 1 1 1 2DocOT 0 0 0 0 1DPod 0 0 0 0 1PhD by publication 1 0 0 0 3Failed candidates 0 0 0 0 1*Total completions 33 39 32 52 44Withdrawals 12 29 35 49 30Exclusions (through PRP process)

0 0 0 0 1

Totals 45 68 67 101 75

* currently in the process of appealing.


Academic developments, 7. Internal Quality Assuranceactivities and performance

7 Internal Quality Assurance

See also Section 5, Academic Developments.

7.1 Examination and Assessment

7.1.1 Examination Boards

In accordance with the University’s General Examination and Assessment Regulations (GEAR), a Course Examination Board is required to meet at least once a year for all taught provision. Examination Boards are scheduled throughout the year, with the main concentration for undergraduate provision taking place during May-July, when approximately 200 Examination Boards meet. Five nominees of the Registrar and Secretary attended a sample of Examination Boards, which included those at Partner Institutions, new courses and Examination Boards chaired by new Chairs. A report, summarising the observations of Academic Standards and Partnership staff on the operation and conduct of Examination Boards, is discussed, together with reports from all Faculties, at the autumn meeting of the Sub-Committee for Examination and Assessment and reported to Academic Standards Committee. The minutes of the SCEA meeting inform regulatory work in the Academic Standards and Partnership section.

7.1.2 Workshops

Academic Standards and Partnership has continued to run an annual programme of staff development workshops, open to all members of staff including those at Partner Institutions. The following workshops were run during 2007/08.

i) Quality Assurance Academic Standards committee representative training to consider

the role of the ASC representative at validation and within the new Periodic Review process. The event launched the ASC representatives Network on Community@Brighton, which, it is hoped, will become a forum for developing and sharing of good practice.

ii) Examination and Assessment Workshop for Examination Board secretaries. Workshop for Chairs of examination boards.

iii) Partnership – Northbrook College Course Development Workshop which aimed to support

Northbrook College staff from across the curriculum in the development of new courses and the revalidation of existing (previously OUVS validated) HE provision.

Preparation for Examination Boards which followed on from last year’s workshops to help staff prepare for the summer examination boards.

iv) Committees and minute taking



Minute taking and writing workshop, which ran twice during the year and provided training for administrators with minute taking responsibilities across the institution.

Full details about these workshops are reported annually to the Academic Standards Committee.

7.2 Regulations

7.2.1 GEAR major changes

At its meeting in March 2008, the Academic Board approved a change to a 50% pass mark for the university’s postgraduate (taught) awards, for introduction from 2009/10. During the year, ASC considered further a set of interrelated regulations for postgraduate awards, including the approval of the introduction of the classification of merit and distinction and consideration of a university algorithm for their determination. The Academic Board also approved the introduction of regulations for the Foundation Diploma award, revised regulations on borderline cases. The university undergraduate marking/grading scale, approved by AB in June 2007, was included in GEAR for 2008/09. Following revision to the QAA Code of Practice section 5: Academic appeals and student complaints on academic matters (October 2007), both the university’s academic appeals procedure and student complaints procedure were fully reviewed and revisions approved by Academic Board.

7.3 External Examiners

7.3.1 Sub-Committee for External Examiner Nominations (SCEEN)

The Sub-Committee for External Examiner Nominations (SCEEN) met five times in the last academic year and dealt with an increased number of nominations from Faculties to previous years. Figures for the last three academic years are shown in Table 1 below.

Table 1.External Examiner appointments considered by SCEEN

2005/06 2006/07 2007/08New appointments 87 110 106Extensions to appointments

25 21 31

Re-allocation of duties 41 37 44Total 153 168 181

7.3.2 External examiners’ workshop

The University held its ninth annual workshop for external examiners. Following feedback from examiners in previous years, the format of the workshop was reviewed to ensure its continued relevance and engagement from the university community. Subsequently, the focus of the workshop was changed with an emphasis on the ‘induction’ of newly appointed external examiners to the university and new sessions were introduced. This year’s workshop was well attended by over 50 external examiners.

7.3.3 Perspective external examiner workshop



The university held its second workshop aimed at providing staff with both an overview of the role and responsibilities of an external examiner in Higher Education and practical information about how to become one. The workshop was attended by 27 members of staff, including staff from Plumpton, Hastings and Northbrook Colleges.

7.4 Partner college review

During 2007-08 a review of Sussex Downs College took place, using the revised process approved during 2006-07. The University has now been informed of the scheduling of college Integrated Quality & Enhancement Review visits, and a schedule for partner college review, taking account of the IQER schedule, will be developed during 2008-09.


Academic developments, 8. National Quality Assuranceactivities and performance

8 National Quality Assurance

8.1 National developments

National Credit Framework

Following the Burgess Group’s proposals relating to the establishment of a national credit and qualifications framework across England by 2010, the QAA convened a Credit Issues development Group. This has carried out detailed work to refine arrangements for a national credit framework, and to develop guidance to accompany its implementation.

From March 2008 to May 2008, the QAA conducted a consultation with institutions and other stakeholders on a draft Higher Education Credit Framework for England.

8.2 Quality Assurance Agency for Higher Education

QAA Institutional AuditA team of auditors from the Quality Assurance Agency for Higher Education (QAA) visited the University from 12th to 16th May 2008 to carry out an institutional audit. The purpose of the audit was to provide public information on the quality of learning opportunities available to students and on the academic standards of the awards that the University offers.

The University achieved the best possible outcome in the audit, a judgement from the audit team that:

confidence can reasonably be placed in the soundness of the University’s present and likely future management of the academic standards of the awards that it offers;

confidence can reasonably be placed in the soundness of the University’s present and likely future management of the quality of the learning opportunities available to students

The audit team also identified a number of areas of good practice, as well as some recommendations for action. The University will address these under the management of the Institutional Audit Working Group and the Academic Standards Committee.

Integrated Quality Enhancement Review (IQER)The QAA published the IQER handbook in 2008. This handbook sets out the methodology which will be used to review higher education delivered in further education colleges between 2008 and 2012. The University’s partner further education colleges will all be reviewed between 2010 and 2012.

8.3 OFSTED

8.3.1 Office for Standards in Education (OFSTED) inspection

The 2007/8 year was significant in terms of OfSTED inspection, with all of the University’s Primary (School of Education) and Secondary (Chelsea School and School of Education) award-bearing Initial Teacher Education (ITE) provision undergoing ‘short’ inspections.



The outcomes were very positive, with the ‘Management and Quality Assurance’ of Primary provision achieving a grade 1 (‘Outstanding’), the highest grade available, and an improvement from the grade 2 awarded during the previous inspection. Similarly, the grade 1 in the ‘Management and Quality Assurance’ of Secondary provision was retained. Commendations cited in the reports refer to, for example, ‘the high quality of the management’, ‘the excellent support for individual trainees’ and the ‘commitment to inclusion and diversity’.

These grades accompany the grade 1 achieved in the OfSTED inspection of the University’s Further Education (Post Compulsory) ITE provision in 2006/7. The University is the first – and currently the only – higher education institution in the country with an ‘outstanding’ profile across the full range of its ITE provision.

A new OfSTED inspection framework will be introduced from September 2008, and this will involve single combined inspections of all ITE provision (Primary, Secondary, Post Compulsory and the Graduate Teacher Programme): the University will receive its next inspection in either 2008/9 or 2009/10 following a six week notice period.

8.3.2 Training and Development Agency for Schools

As a separate exercise during 2007/8, the University was invited by OfSTED to provide evidence that the ‘Quality of Training’ element has improved since the last full inspection of its Secondary ITE provision. The University’s submission was successful, and the grade awarded to ‘Quality of Training’ has improved to a grade 1 (Outstanding). As a consequence, the University is now deemed to be a Category A provider (Very Good – the highest rating available) of Secondary ITE by the Training and Development Agency for Schools (the TDA). This accompanies the existing Category A rating of the University’s Primary ITE provision.

This quality profile places the University in a very favourable position should, for example, additional student number places are made available by the TDA.

The TDA has recently published its ‘Performance Profiles’ for 2008. These data indicate achievement rates and the numbers of graduates who enter the teaching profession. The proportion of all final year University of Brighton students who achieve Qualified Teacher Status (QTS) is broadly the same as national averages; and a significantly larger percentage of those gaining QTS are subsequently employed as a teacher (80% compared to 65%) in the immediate months following graduation: this continues to reflect the excellent employability of graduates from the University (the 2008 Performance Profiles are based on the outcomes of final year students in 2006/7) – see Table 1.

Table 1. TDA Performance Profiles 2007: Percentage of University of Brighton initial teacher education students gaining QTS and entering the teaching profession



No. % No. % No. % No. % No. %PrimaryUniversity of Brighton (UG + PG) 221 202 91.4% 154 76.2% 8 4.0% 9 4.5% 31 6.9%All providers (UG + PG) 17912 15741 87.9% 10315 65.5% 764 4.9% 577 3.7% 4085 8.7%

Key Stage 2 /3 University of Brighton (UG) 34 32 94.1% 25 78.1% 1 3.1% 0 0.0% 6 18.8%All providers (UG + PG) 581 478 82.3% 354 74.1% 18 3.8% 17 3.6% 89 11.1%

SecondaryUniversity of Brighton (UG + PG) 355 295 83.1% 242 82.0% 6 2.0% 13 4.4% 34 6.8%All providers (UG + PG) 20787 17963 86.4% 11508 64.1% 513 2.9% 539 3.0% 5403 5.8%

All ITE provisionUniversity of Brighton (UG + PG) 610 529 86.7% 421 79.6% 15 2.8% 22 4.2% 71 13.4%All providers (UG + PG) 39280 34182 87.0% 22177 64.9% 1295 3.8% 1133 3.3% 9577 28.0%

Total Awarded QTS Employment status of trainees awarded QTSNot known

ProviderIn a teaching post Seeking teaching

postNot seeking

teaching post


Academic developments, 9. Sustainabilityactivities and performance

9 Sustainability

9.1 Introduction

The University Sustainable Development Policy states that :

‘The University of Brighton will promote awareness of and engagement in sustainable development through its learning and teaching, research and community and business engagement activities, and will work towards the principles of sustainable development in all aspects of its own activity. The University aims to become a centre of excellence in building sustainability into research and teaching and learning and will work with local, regional, national and global bodies to help build sustainable learning communities’.

During 2007-8, the membership of the SDPMG was expanded to include representatives of Faculties and key staff to coordinate or lead developments in Teaching & Learning, and Research alongside EFM for estates, BSO for Business and CUPP for Social & Economic issues. An overall Facilitator was appointed during the year to identify gaps and actively bring on board new suggestions. Purchasing and Biodiversity were also identified as areas needing specific programmes of activity.

The involvement of staff with specific roles but linked through the SDPMG catalysed much activity. During the year each developed new activities, linked with other areas (e.g. estates with teaching), and by the end of the year had begun to consider which specific indicators and targets would be appropriate for future use. Continued consultation across areas at SDPMG meetings facilitated both cross-fertilisation of ideas and consolidation of the common SD principles, and these effects were rippled out to the increasing circle of staff involved in implementation and future planning for SD in each area.

The presence of a Facilitator allowed the different pathways of SD developments to influence each other. Localised Environmental Action Networks were further developed at each of six campus sites which linked all categories of staff and students based on each site. . Efforts were also made to increase information internally and externally via the website, and on one campus site an “Awareness Week” was piloted. Overall, these have had the effect of bringing out ‘pockets’ of staff who are actively interested in SD for a range of reasons, and they are beginning to form clusters which influence others – a very important step in the embedding of SD in an institution.

Further details of these activities, as well as others documented and discussed by the SDPMG, are given below.

9.2 Evolution of Environmental Action Networks (EANs)

The Environmental Action Networks were re-launched this year to be sited more locally i.e. termly meetings on each of six campus sites rather than roving. It was also suggested that staff be given the opportunity to drive the agenda locally, if they wished. Representative Deans and the UCH Co-ordinator were asked to organise the meetings, open to all staff and students.



In the first few months, EAN meetings were sporadic. However, one site emphasised the ‘grass roots’ approach and this resulted in some self-driving action groups being set up and encouraging reports going out to other sites. This success was reported back to the SDPMG who encouraged further support of the EANs via the SD Facilitator. Levels of activity and enthusiasm have been variable, but mostly positive and increasing. Some have become active centres for grass-roots action all year, with no abatement so far in enthusiasm. Others are in a transition state, having decided, after consultation, to become more self-driving. The Hastings site has arranged an SD away-day, and Grand Parade wish to plan their own SD Awareness Week next year. Cockcroft & Watts have spawned sub-groups such as for refurbishment of the Cockcroft Building, a Water group, and a recycling group.

The EANs have provided spaces for all categories of staff and students to work together in developing their own ideas for their site. A very important ingredient for the success seen this year has been the strong feedback given to the EANs from the SDPMG or the SD Facilitator on issues that were brought up. For example, staff asked for more internal information; the websites were developed and information brought in summary form to the next meeting. This empowered the staff, so that by the end of the year many participating were offering to lead activities rather than request EFM or others to do them. It was thus suggested that feedback from future EANs go directly to the appropriate Deans (as representatives of the University Management Group) in future, to ensure that the ideas arefollowed up. Towards the end of the year one site specifically asked for school and other working-face level policies to have SD concepts incorporated so that they could refer other staff to them to raise awareness and enable each other to increase SD impacts; staff then became actively involved in having some of those policies changed when they were revised. Thus, there are clear signs that the EANs are playing an important role in overall increasing of awareness and embedding of SD in the University of Brighton.

One potential barrier to attendance was removed when it was clarified that attending an EAN was considered university business, although attendees would need to seek permission from their line manager if they planned to attend EAN meetings within their normal working hours.

9.3 Learning and Teaching

The policy objectives of encouragement, promotion and development of sustainability issues in learning and teaching are considered to be best developed within schools and faculties or as part of the CLT staff development remit rather than through any centrally imposed curricular requirement. (see the CLT section of this document for more details of some consequent activities).

An MA in Sustainable Design was given outline approval this year, and work continued on course development for the BA Environment and Media Studies.

An Architecture and Design ‘Education for Sustainable Development’ (ESD) international project (DEEDS) was nearly complete with major dissemination events taking place in September 2008.



Building on earlier work in the School of Environment and Technology research on the status of SD within the curriculum of the Schools of Applied Social Science and Service Management was carried out and presented during the year by Jenny Elliott. Further developments for the coming academic year will be informed by that report.

9.4 Research

Following on from last year’s very successful 2-day Research Forum, a further event was arranged this year. The aim was to showcase our activities to businesses and the local community and included an exhibition and an early evening event to attract guests from outside the university. The conference was free of charge to delegates.

It has been noted that HEFCE’s recent Strategic Review of SD has implied that ‘…research which contains a significant element of work related to either or both of the natural environment and natural resources, PLUS a significant element of work related to either or both of economic or social issues’, might be considered SD research in the future. Consequentially, many current areas of research at the University would qualify, even though the researchers may not yet realise it. A review of the recent RAE submissions is thus under way, to identify contributions to sustainable development research and also to establish commonalities and opportunities to further enhance collaboration across the University.

In the meantime, researchers working in separate areas of SD have had several opportunities to get to know each other via several university-wide initiatives such as ‘Sandpits’ and ‘Speed Dating’. As a result, several SD related cross-faculty proposals have been entered for consideration for seed funding from the newly established central research funding scheme.

9.5 Economic and Social Engagement

Several useful reports of projects supported by BSO in SD were produced during the year, and it was noted that demand for such support from BSO was high. The majority of existing projects took place within the schools of Pharmacy and Biomolecular Sciences and Engineering and Technology.

An Economic Engagement Strategy was developed towards the end of the year, including indicators that could be used to monitor future progress. The new Business and Community Committee would monitor the community aspect of SD activities.

A CUPP project involving nine universities in the south east region was to look at the contribution of universities to the health and wellbeing of the wider community. CUPP and BSO continue to offer support to any staff interested in further projects, including information on available funding and deadlines. Further details of relevant CUPP activity are contained in the SPU report in this document.

Emerging clusters of staff expertise in SD areas were reported. The potential development of an Environmental Technologies Centre of Excellence was highlighted, for which SEEDA funding had been identified.



9.6 University Infrastructure development

The reports from EFM, Residences and Catering and Finance contain details of the implementation of the Sustainable Development Policy in the areas of energy, waste management and recycling, transport and travel and purchasing

9.7 External Links

9.7.1 HEFEC

Prof Laing and Prof Harder each attended a HEFCE seminar on the Consultation of Sustainable Development in HE. A response to the Consultation was submitted. Rod Mallinder attended HEFCE events focused on estates (AUDE). Involvement with the HEFCE Salix revolving green fund was under consideration.

9.7.2 Green League 2008

The Times Higher reported the results of The Green League in July 2008, which looked at institutional performance and commitment to environmental issues for 129 universities. The table was conducted by People and Planet.

Eighteen institutions led the way with ‘First’ class, scoring 43.5 or more out of 60. Twenty four achieved a 2:1 scoring 35 to 43, thirty seven achieved a 2:2 scoring 27 to 34.5, 25 achieved a third scoring 20.5 to 26.5, seventeen failed (scoring less than 20) and ten did not have enough information to be ranked in the table.

Brighton ranked 35th with a 2:1 and score of 37/60, which is a significant improvement on last year’s ranking of 50th and a 2:2. Brighton scored well on Environmental policy, Fairtrade status, recycling, water use and carbon emissions per head, but received only moderate marks for environmental auditing and energy sources. For ethical investment we lost out on any marks, notwithstanding our explanation that we do not ‘invest’. The SDPMG is currently considering having Environmental Auditing carried out next year, which, combined with the publication of an Ethical Investment Policy would increase the ratings further.

9.7.3 Plymouth Presentations

The University of Plymouth holds the SD Centre of Excellence in Teaching & Learning, (CETL) funded by HEFCE, and is hosting a major conference in September 2008 on Education for Sustainable Development for Universities to share their learning and success. Brighton has been invited to make 10 different presentations involving five staff, a student and an alumni artist, most of which are reports on activities initiated by the formation of the SDPMG and its implementation of the SD Policy.

Raising Staff Awareness of SD Issues: Engaging University Staff Creatively

Grass-roots growth via Action Networks - Workshop Student Champions – a project in preparation for 2008/9 “Points of View” – a 6 minute film/animation



Student Volunteering in the Community: Sustainable Development Placements

ESD in the Curriculum: the use of curricula review for developing curricula and capacity at the University of Brighton

Measuring SD in Higher Education An overview of recent SD central-led initiatives at the University of

Brighton Increasing Householder Recycling: a social and economic SD project Values-based indicators for Civil Society Organisations

9.7.4 International Presentations

Rod Mallinder presented at an international conference in Baltimore to Directors of Estates on activities at the University of Brighton. Various researchers from the university gave international presentations in their respective specialist fields.

9.7.5 UN RCE draft application

Very close to the first-stage deadline of July 14th, the University learned of an opportunity to apply to the United Nations for consideration as a lead organisation in a Regional Centre of Expertise in Education for Sustainable Development (ESD). After preliminary consultations with a limited number of internal and external stakeholders it was decided to submit a draft proposal, to be followed by more detailed consultations over the next six months, to earn acknowledgement for the increasing number of ESD projects being undertaken by partners throughout the SE region.

The proposal is for the University of Brighton to lead partners such as local authorities, SEEDA, other universities, businesses, community groups, schools and museums which are interested in increasing the variety and impact of ESD projects in the SE region. If acknowledged, the Centre will be known as the “Brighton to Oxford UN Regional Centre of Expertise”, joining 55 other Centres worldwide, all of which have extended networks. This will provide many opportunities for the University of Brighton, but much more developmental work still needs to be done.


Business, commercial 10. Business Servicesand financial activities

10 Business Services

10.1. Overview

The Business Services Office (BSO) has a core remit to deliver on the economic and social engagement aims of the university, as detailed in the existing Commercial Strategy and expanded in the aims of new Corporate Plan (2007-12). BSO is a resource available to all members of staff, students and alumni who seek advice on pursuing business opportunities and research collaborations with industrial partners and is a one-stop-shop identifying appropriate internal and external resources.

In 2007-8 activity was supported by funds won under the Higher Education Innovation Fund Round 3 (HEIF 3) and a range of other funds including competitively won tenders, partnership funds and commercial contracts.

BSO is focused on developing profitable partnerships with industry, partners and the professions and to contribute to the university’s target of 7% annualised increase in commercial income.

BSO is comprised of a team of business development managers (BDMs), project managers and related team members. The team develop networks and partnerships in particular sectors and geographies and focuses on defining and promoting the university’s commercial offerings.

The following sections will document support mechanisms for economic and social engagement, specific initiatives and specialist services managed/delivered by BSO.

10.2. Support Mechanisms for Economic & Social Development

10.2.1 Commercial Action Fund (CAF)

In 2007-8 BSO continued the CAF to provide financial investment to support commercial evaluation, expansion and development. £109,779 in CAF funds were awarded to support a range of projects originating from 4 of the university’s 6 faculties. CAF also received a record number of applications in 2007-8, representing an increase of 60% on the previous year.

10.2.2 Commercial Fellows Scheme

Launched in 2006/7, the Commercial Fellows scheme has been developed to address the specific barrier of limited resources and provide an injection of funds to enable commercial activity. Funds are available to ‘buy out’ a proportion of an academic’s schedule to allow them dedicated time to develop a commercial offering. Three fellowships were awarded in 2007-8 (funds totally nearly £40,000) including the university’s first ‘social fellow’ (Jaime Kaminski from the Brighton Business School was funded to develop a training package for social enterprises).

10.2.3 Proof of Concept

BSO ring-fenced a portion of its HEIF3 allocation to provide proof of concept funding for early stage business ideas, providing financial investment in the



development of new technologies, market analysis, prototype development etc.

A total of 13 PoC awards were made to the Schools of Pharmacy & Biomolecular Science, Environment & Technology and Architecture & Design totalling £144,000.

10.2.3 CommercialiSE

CommercialiSE, a collaborative partnership of eleven universities in the South East provides an integrated commercialisation framework of funding and support, which comprises a proof of concept fund, the seed fund, business training, mentoring and the Executives' Register (which is managed by the University of Brighton). This Register matches experienced executives with early stage technology and knowledge based businesses and spin-outs.

BSO has supported sending several academics on external training and was successful with 3 funding bids with Proof of Concept awards made to the Schools of Pharmacy & Biomolecular Science and Environment & Technology totalling nearly £150,000.

10.3 Specific Initiatives and Services

BSO manages and delivers a range of specific initiatives and specialist services including ProfitNet, the South East Knowledge Exchange, Working With Others and beepurple. Additionally all intellectual property and collaborative contracts are handled by BSO with specialist legal in-house legal personnel.

10.3.1 ProfitNet

ProfitNet is a successful programme designed by the University of Brighton to engage business owners and managers to support their management skills and business development needs through monthly learning networks. In 2007 ProfitNet had almost 500 owner/managers signed up to the programme. There are a total of 28 regional groups covering 12 business sectors. Key achievements were:

Extensive ProfitNet and University of Brighton brand recognition Promotion of CENTRIM and its offerings especially Managing

Innovation two day short course Institutional reputation enhanced as deliverers of practical solutions

and training Enquiries to deploy ProfitNet methodology in other parts of the world Development of a new product with licensing opportunity Adoption of the ProfitNet methodology by the University as its main

engagement model to help deliver Aim 3 of the Corporate Plan Development of new business facing short courses 4 KTP successfully funded plus over 20 strong leads Research projects with two member companies The development of SmartNet programme - based on ProfitNet

methodology and set up to support any group of people to benefit from



Action Learning. The programme is being delivered by the School of Service Management and CENTRIM and is managed by BSO.

The benefits of engagement are: Creation of long term collaborative university/business partnerships Marketing services such as KTPs, Case Studentships, student

placements Latest and evolving market intelligence of business needs Developments of new products and services to meet company needs Access to substantial ‘home grown’ research community happy to

collaborate Student placement opportunities Greater understanding by the companies of University offers

ProfitNet programme has attracted substantial external funding from the start (over £ 2.7 million in Sussex alone) and in 2007 the total funding was over £1.2 million.

10.3.2 South East Knowledge Exchange (SEKE)

SEKE is a joint HEIF project between University of Brighton, University of Portsmouth (lead) and Buckinghamshire New University. It brings together centres of excellence in Design & Creativity (Brighton), Rapid Prototyping (Buckingham) and Manufacturing (Portsmouth) to provide full product development expertise.

The University of Brighton project team consists of 5 full time and 4 part time staff.

Business actively supported 65Entrepreneurs actively supported 30Revenue from Design Services £28,000

In the School of Environment and Technology SEKE lead on 3 Masters Modules plus the undergraduate prototyping module. SEKE support the Product Design Courses and provide the students with additional expertise and also run the rapid prototyping machine within the school. The final year catalogue and end of year show are subsidised by SEKE.In the School of Architecture and Design SEKE continues to support the sustainability group and 3D design course.

SEKE are heavily involved with SETPOINT SUSSEX in school outreach in design and technology and also partners in delivering the Engineering Education Scheme (EES). Over 300 school pupils have attended SEKE led events and 20 teams attended the EES workshop in December 2007 (90 A level students, 20 teachers and 20 company engineers).

10.3.3 Product Design Centre (PDC), Hastings

The PDC was officially launched 25th January 2008 and offers facilities including a seminar room equipped with fifteen PCs supporting the latest design and engineering software and a workshop/office that houses the two desk/workstations, rapid prototyping machine and three-dimensional scanner.



50 companies and 25 entrepreneurs have engaged with the PDC via tours and demonstrations and attendance at training events.The PDC also manages and funds the manufacturing ProfitNet group in Hastings.

SEKE, through the PDC, have developed with SETPOINT a design and technology group consisting of all the regions - with 10 secondary school benefiting from the initiative.

10.3.4 Working With Others (WWO)

WWO is a personalised support and training programme for schools providing one year Membership giving access to training and support packages appropriate for primary, secondary and special schools alike.

Core delivery to schools: secured contracts for 2008-09 totalling £76k with 22 schools, including Devon, Surrey, West Sussex, East Sussex.

Extending core WWO delivery to more secondary schools: schools implementing new secondary strategy framework approaching WWO for support with curriculum development and staff teams.

Royal Academy of Engineering (Southwark and Lambeth 14-19 Diploma in Engineering): secured £18k for 7 days WWO delivery and support during September 08 - July 09.

Canada: Following successful 12 month international pilot in setting for children of 6 months - 6 years old, now secured further 12 month contract

Deep learning project - Cohort 1 of B&H schools so successful that now launching cohort 2 in Sept 08.

Successful 12 month pilot with Pumpkin patch daycare centre Ontario - now in collaboration with early years advisers in district to bid for community funding and extend programme to further daycare centres.

10.3.5 beepurple

344.5 hours of training were delivered to 164 people and 12 school-specific workshops held during 07-08 academic year in 9 different departments (e.g. Beepurple promotional talks or entrepreneurship & self-employment workshops)

2 entrepreneurship and self-employment workshops held at local FE colleges (Brighton and Hove City College and Northbrook College Worthing)

Membership now stands at 1094 people, representing an increase of 17% from the previous year

16 beepurple workshops held during 07-08 academic year Business Development Manager (Entrepreneurship) accepted as an

Entrepreneurship Education Fellow by the National Council for Graduate Entrepreneurship

130 Innovation Award entries (30% increase from 06/07) with all judges commenting on the significantly improved content of short listed applications

A new website (www.beepurple.co.uk) was launched In collaboration with Canterbury Christ Church University, beepurple hosted a

best practice event Approval of proposal for university-wide entrepreneurship steering group External funding secured - HEEG Small Projects Fund for dyslexia-friendly

planning toolkit (£6000) and HEEG sponsorship for Entrepreneurship Education conference (£3000)


http://www.beepurple.co.uk/


10.3.6 Contracts and Intellectual Property

The Research and Commercial Contracts team maintains the university’s intellectual property portfolio. All research and commercial service contracts developed in the university are to be reviewed by this team for assistance in contract drafting, negotiation and protection of intellectual property.

5 IDR’s are in progress 6 patents have been filed during 2007/8 1 Community Design Application has been filed 159 contracts have been signed including:

52 Confidentiality Agreements, 17 Consultancy Agreements14 Research Agreements, 6 Assignments, 4 Funding Agreements, 2 Licensing Agreements, 3 Collaboration Agreements, 2 Consortium Agreements

10.4 Further examples of Economic and Social Engagement activity

Commercial/funding opportunities continue to strengthen in applied geosciences and environmental sustainability. Key successes with BDM involvement include the licensing of soil remediation technology (partnering with TUAT and Churngold Remediation) , consulting to Eastbourne BC on buildings sustainability, investment in bio fuels testing labs as a facility to other bio fuels companies. Additionally, collaborative projects are being secured on collection and processing of bio diesel from used cooking oil and the conversion of wood waste from municipal composting into fuel for bio mass boilers.

Similarly in pharmacy and bio molecular sciences with projects such as the development of anti- MRSA hand cream (partnering with Guest Medical and FSE funding), testing of an oral hygiene device against bacterial growth (partnering with Denfotex) and development of novel islets for targeting type 1 diabetes.

With strong BDM support the School of Nursing and Midwifery is securing further training, consulting and quality assurance contracts in both the public and private healthcare arena. New contracts in team development and research add to this increasing commercial portfolio. Additionally the introduction of the Brighton and Surrey ReQ mark (Recognising Educational Quality), supported by BSOs’ Commercial Activation Fund, offers quality approval for in-house education resources.

On European FP7 funding our increased participation in Industry-Academia partnerships has resulted in three projects being funded with a total value in excess of €4m.


Business, commercial 11. Financeand financial activities

11 Finance

11.1 Overview

During the year the Finance Department has undergone a major re-organisation in order to respond more efficiently to the requirements of the University’s corporate plan. The revised structure came into effect from 30th June 2008 and the department is currently in the process of making staff appointments to the new structure.

The overall themes of the re-organisation were related to:

Financial Management; Business Development; Efficient and Effective Processes; Collaborative Working;

and ensuring that the Department had the capacity, capability and flexibility to appropriately facilitate the financial perspectives of activity reflected in the Corporate Plan. Broadly speaking the Finance Department’s contribution to the University’s corporate plan is associated with the governance and management of the institution, but much of its services cut across the other 5 aims.

During the year the Department collected and accounted for the University’s total income of £145 million1

£ mGovernment grants/core activity funding 69Tuition fees 48Research grants 5Other income 23Total1 145

Maintained the payroll for an average of 3,000 staff and issued more than 6,000 P60s, an increase 13% over 2006-07;

Paid out circa £50 million against more than 58,000 invoices to the University’s suppliers – an activity increase of more than 7% over the previous year (and 17% growth over the last 5 years);

Assisted 200 budget holders in schools, faculties and central departments through the provision of advice on budgeting, budget management and expenditure control. This has facilitated the University to achieve more than its minimum financial target of £2.1 million historic cost surplus;

1 This total is subject to year end adjustments required for accounting conventions and compliance with Financial Reporting Standards. The official figure for the academic year 2007-08 will be reported in the Annual Report and Financial Statements which are due to be approved by the Board of Governors in November 2008.



Managed devolved access to the centralised finance system (eFin) for over 800 users;

Administered the financial arrangements for over 550 research and commercial projects;

Advised on the conduct of 55 tendering exercises equating to £34.7 million of expenditure;

Oversaw the management of average cash balances of £41.9 million, which earned interest (including capital gains) of £3.2 million

11.2 Developments

For the academic year 2007-08 the Department has been engaged in a number of developments that have been driven by the University’s Corporate Plan or by national initiatives and objectives. The following are illustrative of the type of developments with which the Department has been involved.

11.2.1 Enhancing Financial Systems

System development work commenced in 2006-07 has been consolidated and developed further in 2007-08:

The on-line debtor payment system first introduced in 2006-07 to facilitate and improve tuition debt collection was extended to incorporate the graduation ticket sales. Work has progressed to allow students to view their outstanding debts to the University over a secure web page, but other developments for 2007-08 regarding on-line debtor payments were postponed following a review of development priorities and service demand.

Following the successful trials to pilot the on-line survey of the academic staff time in two schools, the TOTAL system was rolled out to all schools. The data collected is essential for the calculation of the University’s full economic costs (fEC), required in Research Council bids and a requirement for completing the University’s mandatory Transparent Approach to Costing submission.

Work has progressed during the year to prepare systems for the roll out of procurement cards. These provide the University with a more flexible approach to purchasing and help to reduce transaction costs. There has been a slight delay in implementation due to final release of the version of the software required to administer the process and the decision to tender for the procurement card provider.

The Department implemented a modification to the Personnel / Payroll system to reduce the administrative burden associated with the employment of casual employees whilst still remaining compliant with tax legislation.

11.2.3 Financial and Budget Management

2007-08 saw the implementation of a new Resource Allocation Model (RAM) for the 2008-09 budget pocess. The Model uses a combination of income



and cost drivers / allocators to help inform budget allocations to academic departments, based on principles developed for full economic costing (fEC) and the Transparent Approach to Costing (TRAC). The elements of the new RAM provide a basis through which the economic benefit of activities can be calculated in order to determine financial viability as well as to identify unit contribution rates for central departments. It is anticipated that this information can be used for longer term planning and be taken into account when defining the academic profile of individual schools and departments.

11.2.4 Changes to Tuition Fee Regime

As indicated in last year’s report the Finance Department became responsible for managing the setting of non-regulated tuition fees in 2006-07. A significant development for 2007-08 has been the establishment of a standard tuition fee structure that has facilitated the setting of tuition fees for two academic years in advance. A benefit of the new tuition fee structure has been to improve the efficiency and effectiveness of raising tuition fee invoices, providing these to students and sponsors in a timely manner and reducing processing time by an expected 6 weeks. A further benefit of the new structure will be to provide accurate fee information to prospective students in their offer letters.

11.2.5 Supporting University Business Development

The Finance Department continued to provide financial guidance in relation to business development opportunities, which included advising the Board of Governors in relation to the closure of the Services Company and have in relation to the development of the Limited Partnership ‘CommercialiSE ‘ seed fund. The latter aims to support the development of high growth businesses in the region.

11.2.6 Estates and Facilities Development

The Department has continued to support the implementation of the Estates Strategy, by providing financial guidance in relation to the timing and financing of accommodation developments, such as the loan arrangements for Falmer 4/5 and Cockcroft North West corner.

11.2.7 Costing and Pricing

The Department administered the introduction of the Quality Assurance and Validation process, a mandatory requirement imposed by the Research Councils (RCUK) to ensure that universities are compliant with TRAC. The process involved the detailed review of the systems and policies that underpin the University’s mechanisms for collecting cost information and calculating indirect cost rates.

The University was selected to participate in a pilot to develop costing information relating to the review of the national benchmark price for NHS funded pre-registration courses. The Finance Department worked with JM Consulting to refine the costing questionnaires being proposed for the review. The data collected from the resulting national survey has led to a significant increase to the benchmark prices.



11.2.8 Regulatory and Tax Framework

Work has continued throughout the year to ensure that the University’s procedures and policies in relation to its tax affairs are up-to-date and fit for purpose, following the publication of the sector guides in relation to taxation in June 2007.


Support for learning, teaching 12. Registry overviewresearch and administration

12 Registry overview

12.1 The Department has experienced unusually high levels of staff turnover during 2007-08. Opportunities have been taken to revised some structures and job functions with a view to service improvement, including the creation of an integrated Recruitment and Admissions division covering, admissions, home/EU, international and widening participation recruitment work. Each of these sections is led by a subject specialist. The overall aim is to improve connectively across the range of the department’s recruitment activity aligned with a programme of work to professionalise admissions processes, including postgraduate admissions, and to response to changes in the national agenda.

This will complement and support the university’s plan to provide a more focused approach to the recruitment and admissions agenda led by a new Recruitment and Admissions Committee under the chairmanship of the Pro Vice Chancellor Academic Affairs.

The Department also led the university’s successful QAA Institutional Audit visit which took place during May 2008 and will oversee a programme of work in 2008-09 to ensure that matters raised by the auditors are considered and reported on as required.

12.2 Differential Fees and Bursaries

Procedures and policy governing the operation of University of Brighton student bursaries is now well embedded and is operating effectively. At the close of the 2007-08 financial year the university had awarded 2,857 bursaries to UK domiciled students worth £2,589,172.50. This compares to 1,427 bursaries award for a similar period in 2006-07 (worth £1.28 m). 144 bursaries were awarded to EU domiciled students worth £106, 955.00. This compares to 86 in 2006-07 (worth £78, 800). Total expenditure in 2007-08 was £2.7m compared to £1.36m in 2006-07.

12.3 Student Administration Improvement Programme

The Student Administration Improvement Programme continues. During 2007-08 implementation of the postgraduate admissions review was advanced, including the roll-out of MAS to volunteer schools and the appointment of a new postgraduate admissions officer in the Registry Admissions Team. A review of partner college/university administrative links was also begun and is due to report in the autumn term 2008. The Lead Team is reviewing the programme of work for 2009.

12.4 Freedom of Information/Data Protection

Over the past 12 months a substantial amount of work has been carried out by the Data Protection and Records Officer. The main areas have included provision of advice, guidance and training on the Data Protection and Freedom Acts and their implications for data use and handling throughout the university. Between 1 September 2007 and 31 August 2008, 140 requests for information under FOI were processed/coordinated, more than twice the number for the previous year. Much of this increase may be attributed to interest in the outcomes of the Framework Agreement but a number did


Support for learning, teaching 12. Registry overviewresearch and administration

concern academic matters such as student non-completion rates and disciplinary hearings.


Support for learning, teaching 13. Staffingresearch and administration13 Staffing

13.1 Post and Staff Summary 2007/08

The tables below summarise the post and staffing figures for 2006/07 and 2007/08 (both periods are from 1 August to 31 July). The figures have been calculated as averages from the monthly staff summary sheets that are produced for the MIR (Management Information Report). Only vacancies/posts of three months or more are included. Casual staff and Hourly-Paid Lecturers are excluded.

Table 1 represents staffing in terms of average full-time equivalent numbers reported via the monthly Management Information Report which links staff numbers to funding sources. The table shows the relative proportions of different staff categories, of which 43% (of filled FTE) are academic staff, which remains the same as the previous year. Approximately 5% of all posts are externally funded, the vast majority of which are research staff. Fourteen percent of filled posts are of fixed term duration (the same as last year and the annual vacancy factor is 10.5% (a decrease of 1.5%).

Table 1: Staff summary by full-time equivalent (FTE) - 1/8/07 to 31/7/08

Staff category

Average monthly

FTE

Average filled post

FTEs

Average vacant FTEs

Average filled FTEs fixed-term

General Income Senior Management Team 7.00 7.00 0.00 0.00Deans 5.00 5.00 0.00 0.00Teaching Staff 758.26 708.75 49.51 56.07Research Staff 74.66 65.36 9.30 33.59Administrative Staff 894.09 778.59 115.50 95.80Technical Staff 134.78 123.31 11.47 8.39Craft workers 15.00 13.75 1.25 0.00Manual workers 208.43 184.50 23.93 1.11SUB-TOTAL 2097.22 1886.26 210.96 194.96 External IncomeTeaching Staff 9.97 9.68 0.29 7.67Research Staff 69.52 57.90 11.62 50.62Administrative Staff 31.86 24.33 7.53 20.88Technical Staff 2.00 1.00 1.00 0.00SUB-TOTAL 113.35 92.91 20.44 79.17 TOTAL FTE 2210.57 1979.17 231.40 274.13

*For posts over 3 months duration


Establish Actual FTE Headcount/

Support for learning, teaching 13. Staffingresearch and administration

Table 2: Staff summary comparisons

Funding source

Average FTE

2006/2007

Average FTE

2007/2008 % change

Average Number

filled FTE 2006/2007

Average Number

filled FTE 2007/2008 % change

General Income 2037.00 2097.22 3.0 1822.44 1886.26 3.5External Income 129.67 113.35 -12.6 110.26 92.91 -15.7

TOTAL FTE 2166.67 2210.57 2.0 1932.70 1979.17 2.4

Table 3: Posts approved for filling

Funding source

Total number of vacancies approved

to fill 2006/2007

Total number of vacancies approved

to fill 2007/2008

% change

Total number of fixed term vacancies approved

to fill 2006/2007

Total number of fixed term vacancies approved

to fill 2007/2008

% change

General Income 499 462 -7.4 173 151 -12.7External Income 40 28 -30.0 39 24 -38.4TOTAL 539 490 -9.0 212 175 -17.5

Table 4: Staffing overview

Staff Category

Average FTE

2005/06

Average FTE2006/07

AverageFTE

2007/08

% change from 2006/7 to 2007/08

Senior Management Team 6.00 6.83 7.00 2.49Deans 5.00 5.00 5.00 0.00Teaching 727.06 755.87 768.24 1.64Research 163.16 150.43 144.17 -4.16Administrative 874.71 896.22 925.95 3.32Technical 135.75 135.40 136.78 1.02Craft 16.05 15.62 15.00 -3.97Manual 198.69 201.30 208.43 3.54Total 2126.42 2166.67 2210.57 2.03

Tables 1-4 show that the total average FTE has risen by 2.0% this year, compared to 1.9% last year and the total filled FTE has risen by 2.4% this year (compared with 3.5% the previous year). There has been a decrease in the number of externally funded filled FTE (15.7%) but it should be noted that the overall proportion of externally funded posts is relatively small. The actually decrease in externally funded posts was 17 FTE and, as already noted, the overall FTE (both total and filled) has increased this year. The numbers of vacant posts shown may not represent a genuine vacancy factor. Posts are reviewed when they become vacant and may be deleted or reorganised rather than scheduled for immediate recruitment.

Table 3 shows a decrease in the number of posts approved for filling. However, there was a significant increase in 2006-7 due to the whole scale transfer of part-time hourly-paid lecturers to fractional contracts and the level in 2005-6 was 463 posts.

Table 5: Turnover of permanent salaried staff (excludes fixed term and temporary staff) AAYR 2007/08 - 52 - 17th Edition


School/DepartmentHead Count

Total no of

leavers 07/08

% Annual Turnover

07/08

% Turnover

for previous

year 06/07

Faculty Office - Arts and Architecture 69 2 2.9 1.8School of Arts and Communication 105 2 1.9 2.9School of Architecture and Design 86 6 6.9 5.4School of Historical and Critical Studies 32 2 6.25 3.2

Faculty Office - Education and Sport 11 0 0 0Centre for Learning and Teaching 11 2 18.2 0Chelsea School 74 5 6.8 7.8School of Education 129 8 6.2 3.2School of Language, Literature & Comm’n 48 5 10.4 0

Faculty Office – Health and Social Science 20 1 5 9.5School of Applied Social Science 71 1 1.4 2.8School of Health Professions 92 2 2.2 5.8School of Nursing and Midwifery 147 14 9.5 6.7Institute of Postgraduate Medicine 10 0 0 10

Faculty Office - Mgt & Info Sciences 15 1 6.7 0Brighton Business School 124 6 4.8 3.4School of Comp, Math & Info Sciences 113 7 6.2 5.8School of Service Management 49 1 2 0CENTRIM 25 0 0 4.3

Faculty Office - Science and Engineering 5 1 20 36.4Collaborative Training Centre 14 0 0 11.3School of Environment and Technology 131 5 3.8 7.3School of Pharmacy & Biomolecular Sciences 122 7 5.7 5.3

Business Services 45 0 0 0Estate and Facilities Management 226 22 9.7 11.8Finance Department 42 7 16.7 13.9Health and Safety Unit 7 0 0 0Information Services 184 25 13.6 13.5Internal Audit 2 0 0 0Marketing and Communications 24 2 8.3 9.5Occupational Health admin 1 0 0 100Personnel 27 9 33.3 11.5Registry 81 10 12.3 11.1Residential and Catering Services 148 22 14.7 11.8Sport and Recreation Service 12 3 25 10.7Strategic Planning Unit 23 0 0 4.5Student Services 80 10 12.5 8.9UNISON Office 1 0 0 0University Centre Hastings 19 0 0 0


Support for learning, teaching 13. Staffingresearch and administrationVice-Chancellor's Office 13 0 0 25Total 2438 188 7.71 7.06

Table 5 shows turnover by school and department. Caution should be used when considering some of the higher percentages as these are often in departments or schools with few staff members (in which case one or two staff leaving will have a dramatic effect on the turnover percentage).

Table 6: Turnover of permanent salaried staff by category (excludes fixed term and temporary staff)

Category of Staff Headcount

Total no. of leavers

07/08

Annual % Turnover

07/08SMT and Deans 12 0 0.00Heads of Schools/Depts 30 2 6.66Teaching 876 36 4.11Research/KTP 140 2 1.43Administrative 967 102 10.55Technical 136 7 5.15Craft 16 1 6.25Manual 261 38 14.56Total 2438 188 7.71

Table 6 illustrates turnover by staff category. The categories of staff with the highest percentage turnover (relatively) are Manual (now mainly grades 1 and 2) and Administrative. Turnover remains relatively stable, despite anecdotal evidence of a higher number of leavers in some areas, associated with the implementation of revised pay and grading structures. Turnover of 10% or more is typical of public sector organisations, and too low a level may be regarded as unhealthy for an organisation.

Table 7: Leaving Destination* - (academic and professional staff)* Source: University of Brighton 2006/07 HESA (Higher Education Statistics Agency) return

Leaving Destination No. of LeaversAnother HEI in UK 7HEI in an overseas country 1Other education institution in UK 4Research institution in the UK 2Research institution overseas 1Student in UK 1NHS/General medical or general dental practice in UK 2Other public sector in UK 1Private industry/commerce in UK 15Self-employed in UK 3Other employment in UK 6Other employment in an overseas country 2Not in regular employment 5Retirement 19

Table 7 shows that, from the available HESA data, most leavers go to another HEI in the UK, Private Industry in the UK or retire.


Support for learning, teaching 13. Staffingresearch and administration13.2 Staff Profile and Diversity

13.2.1 Changes to grading structures

In August 2006, a new pay spine and grading structure was introduced which replaced the former manual, craft, APT&C grades Scale 1-6, SO1-2 and Management 1-8, academic-related and locally agreed research grades. During 2007-8, all academic and support staff roles across the university were graded by trained panels and approximately 30% were subject to appeal. The outcomes of the grading and appeals processes are shown below.

Table 8a: Support staff grading outcomesAssimilation on 1.8.06 Numbers at

assimilation/ ‘entry’ point on new pay scale

Grading outcomes, after appeals, as at March 2008

Numbers of roles graded at new grade levels

Grade 1 – spine points 4-6 198 Grade 1 sp 5-7 188Grade 2 – sp point 7-10 73 Grade 2 sp 8-11 853 sp point 11-15 248 Grade 3 sp 12-16 1984 sp point 16-20 260 Grade 4 sp 17-21 3125 sp point 21-25 191 Grade 5 sp 22-26 2586 sp point 26-31 181 Grade 6 sp 27-31 1617 sp point 32-38 116 Grade 7 sp 32-39 728 sp point 39-43 60 Grade 8 sp 40-44 609 sp point 44-49 17* Grade 9 sp 45-50 11

*3 staff were moved into Band 10

Table 8 sets out the numbers of support staff who assimilated to the new pay spine within the range of spine points applicable to the new grades, compared with the overall grading outcomes following completion of the grading and appeal processes. The figures are not directly comparable because of changes in the number of applicable roles during the period of time it took from August 2006 to March 2008 to complete the grading process.

Over 460 staff (35%) were moved to a grade higher than their assimilation point, and 1,038 staff (77%) were eligible for an increment in April 2007 or April 2008 as a result of the new grade. A total of 109 support staff (8%) were being paid two or more spine points higher than the maximum of the grade allocated to their role. Under the terms of the agreement reached with Unison, these staff have their salaries protected at the February 2007 cash level until the maximum salary for the grade equals or exceeds that amount. A total of 304 grading appeals were received and dealt with by panels, with 61 (20%) upheld.

Table 8b: Academic staff grading outcomesGrade changes claimed Applied for

higher gradeRegrading agreed by

APS

Appeals lodged

Total regraded

Senior Lecturer to Principal Lecturer (Ac3 to Ac4) 115 47 36 54

Lecturer to Senior Lecturer(Ac2 to Ac3) 41 35 3 36

Senior Research Fellow to Principal Research Fellow (Ac3 to Ac4) 8 3 1 3

Research Fellow to Senior Research Fellow (Ac2 to Ac3) 12 9 1 10

Research Officer to Research Fellow (Ac1 to Ac2) 20 14 1 14


Support for learning, teaching 13. Staffingresearch and administrationTotals 196 108 42 117

For academic staff, the majority completed forms which matched their assimilated grade against the agreed role profiles. Out of a total of 778 eligible staff (i.e those not already graded Ac4), 196 academic staff claimed a match to a higher graded role profile, of which108 were agreed by the Advisory Panel on Staffing and a further 9 were agreed on appeal. These statistics and detailed discussion of the outcomes of the grading process have been fully discussed with the trade unions at the Joint Negotiating Committee and a full review, including an equal pay audit was agreed as part of the local implementation of the national Framework Agreement.

13.2.2 Gender Equality

Table 9: Proportion of men and women by grade bandStaff category New Grade Women % Men % TotalSupport staff

1 118 67% 57 33% 1752 25 29% 61 71% 863 161 73% 60 27% 2214 228 72% 90 28% 3185 143 53% 127 47% 2706 103 63% 61 37% 1647 46 65% 25 35% 718 29 52% 27 48% 569 5 42% 7 58% 12

Research staff

Ac 1 (Research Officer) 15 48% 16 52% 31

Ac 2 (Research Fellow ) 27 53% 24 47% 51Ac 3 (Senior Research Fellow) 17 57% 13 43% 30Ac 4 (Principal Research Fellow) 4 33% 8 67% 12Research Negotiated (KTP Associate) 1 14% 6 86% 7

Lecturing staff

Ac 2 (Lecturer) 98 59% 69 41% 167Ac 3 (Senior Lecturer) 252 54% 216 46% 468Ac 4 (Principal Lecturer) 75 39% 116 61% 191

Senior staff SMT, Deans, Heads, Professors 41 38% 67 62% 108

Grand Total 1388 57% 1050 43% 2438

Table 9 and the associated chart shows that the percentage of women and men overall remains unchanged from 2006/07. Whilst men continue to outnumber women in the most senior grades within each category (support staff 9, Ac 4 and senior staff), the percentage of female staff has risen by between 2% and 4% in each of these grades/grade groups since the previous reporting year. Women continue to be comparatively over-represented in support staff grades, with 62% of support staff and 51% of academic staff being female.

Gender breakdown of academic and support staff by grade



AC1

AC2

AC3

AC4

GR1

GR2

GR3

GR4

GR5

GR6

GR7

GR8

GR9

80% 60% 40% 20% 0% 20% 40% 60% 80%

M%F%

Table 10: Gender by full or part-time status

Men Women Totals Men Women Totals 2006/07 2007/08 Full Time 776 727 1503 779 695 1475Part Time 261 630 891 271 693 964Totals 1037 1357 2394 1050 1389 2438

40% of posts are part time, representing a rise of 3% since 2006/07. The percentage of part time posts held by women has risen by 2% since 2006/07 to 72%.

Graphical representation of part time staff by grade

AC1

AC2

AC3

AC4

GR6

GR7

GR8

GR9

GR5

GR4

GR3

GR2

GR1

100% 80% 60% 40% 20% 0% 20% 40% 60% 80% 100%

Part time

Full time

Part-time staff continue to be comparatively over-represented in the lower support staff and academic staff grades and under-represented in the higher grades with the two categories.

Table 11: Gender by permanent or fixed-term contract status Men Women

Permanent 87% 84%AAYR 2007/08 - 57 - 17th Edition

Support for learning, teaching 13. Staffingresearch and administrationFixed Term 13% 16%Total 100% 100%

The proportion of staff in permanent posts has risen slightly since 2006/07, with a 2% rise in the percentages for both men and women. The proportion of women in permanent posts remains slightly lower than the proportion of men in permanent positions.

Table 12: Numbers of male and female staff in faculties, schools and departments

Table 12 shows that representation rates for men and women continue to vary in different schools and departments. In 6 of the schools/departments included in the analysis, the representation rate for women is at least 20% higher than the overall University of Brighton representation rate of 57%, and in 2 schools/departments the representation rate for men is at least 20% higher than the overall representation rate of 43%.

Faculty School Female F % Male M % Total

Facu

lty o

f A

rts a

nd

Arc

hite

ctur

e Faculty Office - Arts and Architecture 46 67% 23 33% 69

School of Architecture and Design 46 53% 40 47% 86

School of Arts and Communication 42 40% 63 60% 105

School of Historical and Critical Studies 16 50% 16 50% 32

Faculty of Arts and Architecture Total 150 51% 142 49% 292

Facu

lty o

f E

duca

tion

and

Spo

rt

Faculty Office - Education and Sport 7 64% 4 36% 11

Centre for Learning and Teaching 8 73% 3 27% 11

Chelsea School 30 41% 44 59% 74

Language, Literature & Communication 31 65% 17 35% 48School of Education 87 67% 42 33% 129

Faculty of Education and Sport Total 163 60% 110 191% 273

Facu

lty o

f Hea

lth

and

Soc

ial

Sci

ence

Faculty Office – Health & Social Science 12 60% 8 40% 20

School of Nursing and Midwifery 116 79% 31 21% 147

Institute of Postgraduate Medicine 8 80% 2 20% 10

School of Applied Social Science 41 58% 30 42% 71

School of Health Professions 69 75% 23 25% 92

Faculty of Health Total 246 72% 94 28% 340

Facu

lty o

f M

anag

emen

t &

Info

rmat

ion

Sci

ence

s

Faculty Office - Mgt & Info Sciences 10 67% 5 33% 15

Brighton Business School 65 52% 59 48% 124

CENTRIM 9 36% 16 64% 25

School of Comp, Math & Info Sciences 61 54% 52 46% 113

School of Service Management 29 59% 20 41% 49

Faculty of Management & Information Sciences Total 174 53% 152 47% 326

Facu

lty o

f S

cien

ce a

nd

Eng

inee

ring Faculty Office - Science and Engineering 4 80% 1 20% 5

Collaborative Training Centre 7 50% 7 50% 14School of Pharmacy & Biomolecular Sciences 63 52% 59 48% 122

School of Environment and Technology 25 19% 106 81% 131

Faculty of Science and Engineering Total 99 36% 173 64% 272

Cen

tral

Dep

artm

ents Business Services 26 58% 19 42% 45

Estate and Facilities Management 85 38% 141 62% 226

Finance Department 24 57% 18 43% 42Health and Safety Unit 3 43% 4 57% 7



Information Services 110 60% 74 40% 184

Internal Audit 0 0% 2 100% 2

Marketing and Communications 14 58% 10 42% 24

Personnel, OH and Unison Office 28 96% 1 4% 29

Registry 60 74% 21 26% 81

Residential and Catering Services 97 66% 51 34% 148

Sport and Recreation Services 5 42% 7 58% 12

Strategic Planning Unit 19 83% 4 17% 23

Student Services 63 79% 17 21% 80

Vice-Chancellor's office 8 62% 5 38% 13

Central Departments Total 542 59% 374 41% 916

University Centre Hastings 14 74% 5 26% 19

Grand Total 1388 57% 1050 43% 2438

Women continue to be particularly over-represented in Personnel, Registry and schools within the Faculty of Health (with the exception of Applied Social Science). Women are also comparatively over-represented in faculty offices. Men are particularly over-represented in the School of Environment and Technology. In 3 departments (Marketing and Communications, Registry and Sport and Recreation) there has been a rise in male representation rates by over 10% (13%, 13% and 22% respectively).

13.2.3 Race Equality

Table 13: Proportion of Black and ethnic minority staff

Year % Black and ethnic minority staff2007/08 5.0%2006/07 4.8%2005/06 5.4%

The proportion of staff from Black and ethnic minority groups has risen slightly since 2006/07, bringing the total representation rate to 5%.

0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

6.0%

2007/08 2006/07 2005/06

% Black and ethnic minority staff

Table 14: Comparison with census data

% Black & ethnic minority % White % Unknown

University of Brighton 5.0% 90.6% 4.3%Local population* 5.8% 94.3% -


Support for learning, teaching 13. Staffingresearch and administration* Source: 2001 Census (Office for National Statistics)

Table 15: Breakdown of staff by Contract Type

Ethnicity Permanent % Fixed-term / temp

% Hourly Paid

Lecturer

% Total staff

% of total staff

Black/ethnic minority 97 4.7 26 6.9 7 3.4 130 4.9White 1923 93.3 285 75.4 142 68.6 2350 88.8Unknown 40 1.9 67 17.7 58 28.0 165 6.2Total 2060 378 207 2645 100

Table 15 shows the breakdown of staff by ethnic group and contract type. White staff continue to be comparatively more likely to hold permanent posts than BME staff. Whilst the proportion of hourly paid lecturers and permanent staff with unknown ethnicity has fallen slightly since 2006/2007, the proportion of fixed term staff with unknown ethnicity has risen during the same period.

Table 16: Ethnic origin by staff category

Staff category Black/ethnic minority % White % Unknown % Total

Support staff 60 4.4% 1258 91.6% 55 4.0% 1373Research staff 10 7.6% 107 81.7% 14 10.7% 131Lecturing staff 50 6.1% 741 89.7% 35 4.2% 826Senior staff * 3 2.8% 102 94.4% 3 2.8% 108

Total 123 5.0% 2208 90.6% 107 4.4% 2438*SMT, Deans, Heads, Professors

As with previous years, staff from Black and ethnic minority groups continue to be broadly concentrated within academic roles and particularly within research roles. The proportion of senior staff who are from Black or Ethnic minority groups has risen from 2.0% to 2.8% since 2006/2007.

Table 17 below provides further breakdown of ethnic minority staff by grade. In most cases the numbers of staff are too small to draw any meaningful conclusions although BME research staff and, to a lesser extent, support staff are generally more heavily represented in the lower grades than compared with the higher grades

Table 17: Ethnic origin of staff by grade

Staff category

New Grade

Black/ethnic

minority % White %Not

known % TotalSupport staff

1 10 5.7 162 92.6 3 1.7 1752 6 7.0 79 91.9 1 1.2 86

3 12 5.4 184 83.3 25 11.3 2214 12 3.8 292 91.8 14 4.4 3185 8 3.0 254 94.1 8 3.0 2706 9 5.5 153 93.3 2 1.2 1647 1 1.4 69 97.2 1 1.4 71

8 2 3.6 53 94.6 1 1.8 569 0 0.0 12 100.0 0 0.0 12

Research staff

Ac1 (Research Officer) 3 9.7 25 80.6 3 9.7 31

Ac2 (Research Fellow ) 5 9.8 41 80.4 5 9.8 51



Ac3 (Senior Research Fellow) 1 3.3 24 80.0 5 16.7 30Ac4 (Principal Research Fellow) 0 0.0 12 100.0 0 0.0 12KTP Associates 1 14.3 5 71.4 1 14.3 7

Lecturing staff

Ac2 (Lecturer) 8 4.8 133 79.6 26 15.6 167Ac3 (Senior Lecturer) 31 6.6 429 91.7 8 1.7 468Ac4 (Principal Lecturer) 11 5.8 179 93.7 1 0.5 191

Senior staff

SMT, Deans, Heads, Professors 3 2.8 102 94.4 3 2.8 108

Grand Total 123 5.0 2208 90.6 107 4.4 243813.2.4 Disability equality

Table 18: proportion of staff with disabilities

2007/08 2006/07 Number Percentage Number PercentageDisability 124 5.1% 118 4.9%No Disability 2051 84.1% 2004 83.7%Not known 263 10.8% 272 11.4%Totals 2438 100.0% 2394 100.0%

Table 18 shows that there has been a 0.2% rise in the number of staff declaring themselves to have a disability since 2006/07. There has also been a reduction of 0.6% in the number of staff who have not declared whether or not they have a disability.

In December 2006 the university published its Disability Equality Scheme, setting out how it would promote equality for disabled people in order to meet its statutory duties under the Disability Discrimination Act 2005. Amongst the planned action detailed in the scheme was a commitment to carrying out a staff survey to enhance the data and increase reporting on disability. Table 19 below breaks down these statistics into type of disability. Since 2006/07 there has been increases of between 1 and 3 in the numbers of staff who have declared that they have each type of disability, with the exception of the Blind/partially sighted category where the numbers have remained the same over the past year.

Table 19: Disability categories

Disability category Staff numbersBlind/Partially Sighted 8Deaf/Hearing Impaired 8Dyslexia 22Mental Health Difficulties 3Other 19Other Unseen Disability 35Wheelchair User/Mobility Difficulties 16Unknown disability 13Total 124

Table 20: Percentage of staff with disabilities, by grade

Staff category Grade Disabled %

Not disabled % Unknown % Total

Support staff

1 10 5.7 124 70.9 41 23.4 1752 5 5.8 69 80.2 12 14.0 86



3 11 5.0 173 78.3 37 16.7 2214 19 6.0 270 84.9 29 9.1 3185 17 6.3 225 83.3 28 10.4 2706 11 6.7 146 89.0 7 4.3 1647 7 9.9 59 83.1 5 7.0 718 2 3.6 46 82.1 8 14.3 569 0 0.0 12 100.0 0 0.0 12

Staff category Grade Disabled %

Not disabled % Unknown % Total

Research staff

Ac1(Research Officer) 2 6.5 26 83.9 3 9.7 31

Ac2 (Research Fellow ) 3 5.9 42 82.4 6 11.8 51Ac3 (Senior Research Fellow) 1 3.3 22 73.3 7 23.3 30Ac4 (Principal Research Fellow) 1 8.3 11 91.7 0 0.0 12KTP associates 1 14.3 5 71.4 1 14.3 7

Lecturing staff

Ac2 (Lecturer) 8 4.8 127 76.0 32 19.2 167Ac3 (Senior Lecturer) 12 2.6 430 91.9 26 5.6 468Ac4 (Principal Lecturer) 11 5.8 174 91.1 6 3.1 191

Senior staff

SMT, Deans, Heads, Professors 3 2.8 90 83.3 15 13.9 108

Grand Total 124 5.1 2051 84.1 263 10.8 2438

The proportion of senior staff who have declared a disability has risen by 0.8% since 2006/2007. It is difficult to draw any meaningful conclusions from any further analysis of this data due to the low numbers involved.

13.2.5 Age Diversity

Chart 21: Age Profile of staff

0

10

20

30

40

50

60

70

80

90

19 21 24 27 30 33 36 39 42 45 48 51 54 57 60 63 66 70 75

Age

Tota

l num

ber o

f sta

ff

Chart 21 shows that the age profile for staff has not changed significantly since 2006/07 and the average (mean) age for staff continues to be 45.



Numbers of staff in the over-70 age group continue to grow slowly (by two in the past year), and this may be attributable in part to the introduction of age discrimination regulations in October 2006.

Table 22: Age profile by staff type

0% 20% 40% 60% 80% 100%

Support Staff

Research staff

Lecturing staff

Senior staff

Total

Under 25%

25-39%

40-49 %

50-59%

60+%

Research staff continue to have the youngest overall age profile with nearly 60% of these staff being under 40 years of age. Senior staff continue to have the highest age profile with over 64% of staff being aged over 50. The higher age ranges for senior and lecturing staff than other staff categories may reflect the qualification and experience requirements for these roles.

13.3 Recruitment and Selection of Staff

Table 23: Profile of applicants for advertised posts from 1/8/06 to 31/7/07

% of Applicants % of shortlisted % of successful candidates

Ethnicity/gender/disability 2006/07 2007/08 2006/07 2007/08 2006/07 2007/08

White 90.1% 88.4% 93.7% 92.3% 96.7% 95.9%

Mixed 1.5% 2.1% 1.1% 1.5% 0.5% 1.8%

Asian/Asian British 3.4% 5.1% 1.9% 3.7% 2.4% 1.8%

Black/Black British 2.2% 1.7% 1.5% 1.1% 0.5% 0.6%

Chinese/other ethnic group 2.8% 2.7% 1.8% 1.4% 0.0% 0.0%Total Black and ethnic minority

9.9% 11.4% 6.3% 7.7% 3.3% 4.1%



% of Applicants % of shortlisted % of successful candidates

Men 43.8% 40.4% 38.3% 40.0% 36.6% 28.3%

Women 56.2% 59.6% 61.7% 60.0% 63.4% 71.7%

Disabled 5.4% 7.3% 10.1% 14.3% 2.9% 7.8%

Whilst the proportion of applicants who are White has dropped slightly since last year, this group of applicants continue to be more successful at each stage than applicants from all Black and ethnic minority groups.

The proportion of applicants who are female has risen by over 3% since 2006/07. Whilst male applicants are as successful as female applicants at the shortlisting stage, female applicants continue to be more successful in being offered posts than male applicants. The summary report covers all staff groups so that slight changes in overall gender of applicants may be due to a different mix of posts being advertised.

The success rate of applicants with disabilities has risen considerably since last year, with comparatively more disabled applicants being shortlisted and offered posts than non-disabled applicants.

Table 24: Shortlisted and successful applicants, by ethnic group and faculty

Faculty Ethnicity Applicants Shortlisted Offers % shortlisted

% offered post

Faculty of Arts & Architecture

White 279 90 24 32.3 8.6Mixed 3 3 1 100 33.3Asian / Asian British 10 2 0 20 0Black / Black British 4 0 0 0 0Chinese / other 4 1 0 25 0

Total 298 96 25 28.6 4.8

Faculty of Education & Sport

White 556 76 17 13.7 3.1Mixed 8 1 0 12.5 0Asian / Asian British 22 2 0 9.1 0Black / Black British 9 1 0 11.1 0Chinese / other 25 1 0 4 0

Total 620 81 17 13.1 2.7

Faculty of Health & Social Science

White 275 61 21 22.2 7.6Mixed 11 0 0 0 0Asian / Asian British 15 4 1 26.7 6.7Black / Black British 7 0 0 0 0Chinese / other 12 2 0 16.7 0

Total 320 67 22 20.9 6.9

Faculty of Management & Information Sciences

White 261 61 12 23.4 4.6Mixed 7 2 0 28.6 0Asian / Asian British 18 5 0 27.8 0Black / Black British 5 1 0 20 0Chinese / other 19 2 0 10.5 0

Total 310 71 12 22.9 3.9Faculty of White 187 40 24 21.4 12.8



Science & Engineering

Mixed 5 0 0 0 0Asian / Asian British 21 4 1 19 4.8Black / Black British 5 0 0 0 0Chinese / other 3 0 0 0 0

Total 221 44 25 19.9 11.3

Ethnicity Applicants Shortlisted Offers%

shortlisted% offered

post

Central Departments

White 1319 270 64 20.5 4.9Mixed 37 4 2 10.8 5.4Asian / Asian British 79 7 1 8.9 1.3Black / Black British 26 5 1 19.2 3.8Chinese / other 25 3 0 12.0 0

Total 1486 289 68 19.4 4.6

As in previous years, the percentage of applicants from Black and ethnic minority groups in every faculty and in central departments was higher than the total percentage of current Black and ethnic minority staff across the University (5.0%).

However in central departments and all faculties other than Health and Social Science (where the differences were minimal), the percentage of applicants from Black and ethnic minority groups who were shortlisted or offered the post was lower than the percentage of White applicants being shortlisted or offered the post.

Table 25: Shortlisted and successful applicants, by gender

Faculty Gender Applicants Shortlisted Offers % shortlisted % offered post


Female 234 68 20 29% 9%Male 96 27 7 28% 7%Total 330 95 27 29% 8%



Faculty of Health & Social Science

Female 162 48 12 30% 7%Male 132 22 5 17% 4% Total 294 70 17 24% 6%

Faculty of Management & Info Sciences

Female 236 41 14 17% 6%Male 150 27 0 18% 0%

Total 386 68 14 18% 4%Faculty of Science & Engineering


Central DepartmentsFemale 883 169 58 19% 7%Male 595 133 34 22% 6%Total 1478 302 92 20% 6%

In all faculties and central departments there were more female applicants than male applicants. Whilst the comparative proportion of men and women being shortlisted varied, in all faculties and central departments women were more likely to offered posts than men.



Table 26 shows that the proportion of disabled applicants that were shortlisted varied across the faculties, with disabled applicants being more likely to be shortlisted than non-disabled applicants in 3 faculties and less likely in the other 2 faculties and central departments.

In 3 faculties disabled applicants were less likely to be offered the post than non-disabled applicants, and the reverse was true in the other 2 faculties and central departments. The 3 faculties that offered comparably more disabled applicants posts than non-disabled applicants were the same 3 faculties that shortlisted comparably less disabled applicants than non-disabled applicants.

Table 26: Shortlisted and successful candidates, by disability

Faculty Disability Applicants Shortlisted Offers % shortlisted

% offered

post


Disabled 9 1 1 11 11%Not disabled 240 58 22 24 9%Total 249 59 23 24 9%


Disabled 21 8 0 38 0%Not disabled 569 76 28 13 5%

Total 590 84 28 14 5%Faculty of Health & Social Science


Total 313 66 13 21 4%Faculty of Management & Info Sciences


Total 272 66 12 24 4%Faculty of Science and Engineering


Total 145 34 19 23 13%

Central Departments

Disabled 134 39 3 29 2%Not disabled 1119 242 61 22 5%Total 1253 281 64 22 5%

13.4 Formal Procedures

Table 27: Numbers of staff involved in formal personnel procedures (grievance, discipline, poor performance and harassment)

Ethnicity Gender Number of staff

% of total

White Female 4 50%Male 4 50%

Black or ethnic minority Female 0 0Male 0 0

Total 8 0

As previous year, all staff involved with formal procedures were White. In a change from the last few years, women were equally as likely to be involved in formal



procedures as men. Because of the very low numbers involved, no firm conclusions can be drawn from this data.

13.5 Leavers

Table 28 Leavers by gender and ethnicity

Category

Asian/Asian British

Black/ Black British

Chinese/Other Ethnic group

Mixed White Women Men Total leavers

Support staff 2 7 6 6 210 171 60 231Lecturing staff 2 0 0 0 50 24 28 52Research staff 1 1 2 0 34 17 21 38Senior staff 0 2 1 1 36 26 14 40Total 5 10 9 7 330 238 123 361

The overall proportion of leavers who were from Black or ethnic minority groups is 1.2% lower than in 2006/2007, at 8.6%. This figure is higher than the overall representation rate for staff from Black and ethnic minority groups at the university (5.0%). The proportions of leavers who were from Black and ethnic minority groups varied according to staff category, with the highest proportions coming from research staff (10.5%) and senior staff (10.0%) and the lowest proportion coming from lecturing staff (3.8%). With the exception of lecturing staff, the proportion of leavers from Black and ethnic minority groups was higher for each staff category than the overall representation of Black and ethnic minority staff in those categories.

At 91.4%, the overall percentage of leavers who were White was slightly higher than the representation-rate for White staff at the university (90.6%). Although a relatively low proportion of senior staff at the university are from Black and ethnic minority (2.8%), a comparatively high proportion of leavers from this staff category were from these groups (10.0%)

The proportion of leavers who were female was 6% higher than the overall representation rate for women at the university. As with the ethnicity figures, the proportions of male and female leavers varied according to staff category, with the highest proportion of female leavers coming from the support staff category (who also have the highest overall representation rate of female staff) at 74%, and the lowest proportion of female leavers coming from the two academic staff categories (lecturing and research staff), at 44% and 45% respectively. Despite the relatively low proportion of female staff in the senior staff group (38% overall), a relatively high proportion of leavers in this group were female (65%).

13.6 Staff Development

The Staff Development Group has continued to monitor local staff development activity through the annual ‘Monitoring and Evaluation’ reporting exercise, which also requested information on provision from internal training providers. This information has subsequently been disseminated to faculties, schools and departments to facilitate the sharing of best practice across the university.

The Staff Development newsletter publicising internally-organised training and development events was redesigned this year and is now designed in-house making it more flexible. The ‘newsletter’ is now an attractive booklet-style brochure issued each



term, and reflects the growing number of internally run training and development events which are attended by approximately 1200 staff each term.

In addition, a total of 93 staff attended the termly Induction workshop to which all new and nearly new staff are invited. A total of 237 tuition fee waivers for courses studied at the University of Brighton were agreed in 2007-8, and 20 staff studied courses at City College, Brighton and Hove under the reciprocal fee waiver arrangement.

The Annual Staff Development Conference (formerly the Annual Conference for Administrative Staff) was opened up to all staff up to and including grade 6. By enabling a more diverse mix of staff to attend it was hoped delegates would benefit from a wider perspective on issues that are high on the university agenda. The theme of the conference was “Investing in ourselves, investing in the future of our university community” and examined different perspectives on the nature of the student experience, staff impact on that experience and how the university community might continue to improve the student and staff experience. The conference was attended by 100 staff including those in non-administrative roles from Estate and Facilities Management and Residential and Catering Services and also staff from the Student Union. Feedback was extremely positive, consistent with previous years; response to the plenary session ‘The Changing Nature of Student Life’ being particularly outstanding.

The Staff Development Providers Forum has continued to provide an opportunity for internal providers to share good practice and to address common concerns regarding training and development of staff. 12 members also undertook training aimed at incorporating equality and diversity issues into improved design and delivery of internal training events.

In a joint venture with the University of Sussex, 33 technical staff from both institutions attended career development workshops, aimed at sharing experience of personal development planning and reflection. Feedback was positive, with delegates welcoming the opportunity to meet colleagues from across their own university and beyond. It is intended that technical managers will use this as a springboard to develop and deliver an ongoing series of training and development events and a Technical Managers’ Conference is scheduled for the end of September.

13.7 New initiatives in 2007-8

13.7.1 Preferred temporary staff agency

On 1 August 2007 the University entered into an agreement with Blue Arrow for the supply of a ‘managed agency service’ for the supply of temporary workers. Blue Arrow, as the main agency, manages the supply of temporary workers either through its own resources or through approved secondary suppliers. The secondary suppliers can be nominated by the university and they adhere to the terms and conditions of the main agreement.

Prior to 1 August 2007 the university spent on average more than £650k per annum on agency temporary workers and there were no contracts or controls in place to ensure a consistent and cost-effective service that met legal requirements. The contract with Blue Arrow has enabled the university to take advantage of VAT mitigation whereby VAT is charged only on the agency’s fee, however this facility is due to be withdrawn by the HMRC with effect from April 2009.

With the launch of the new service, managers were provided with guidelines and documentation to increase quality, centralise and streamline administration and provide management information. The university is now in a position to verify responsible expenditure of public funds, risk management and legal compliance.



Table 29: Summary of the use of agency temporary workers from 1/8/07 to 31/7/08

Total cost to the university £366,000

Reduction in cost from previous average per annum

£284,000

Total hours worked by agency workers 37,545 (equivalent to 22 FTE)

Category of staff most frequently needed AdministratorsKitchen porters

The administrators were needed mostly to cover extra work and Kitchen Porters because of the extreme difficulty in recruiting and retaining this category of staff.

Evaluation forms indicate that managers are satisfied with the service, except regarding the supply of kitchen porters where Blue Arrow has had difficulty keeping up with the university’s demand, especially at very short notice. The agency is working with catering managers to resolve the problem.

February, April and July were the months when most temporary cover was needed.

13.7.2 Cycle Scheme

In July 2008 the Cycle Scheme was introduced. It allows staff to save on the cost of a new bike and related safety and security equipment under a government initiative (Green Transport Plan) aimed at getting more people on their bikes to work. To be eligible for tax relief the bike/equipment must be used mainly for work-related travel.

The university has linked with a partner called Cyclescheme to loan staff up to £1000 worth of cycle and/or related equipment. Staff pay the loan back over 12 months. The savings are made through an arrangement called salary sacrifice which enables saving on income tax and NI payments (up to 31% for lower rate taxpayers and 41% for higher rate taxpayers).

The scheme helps staff to save money and keep fit, allows them to use the bike for leisure and contributes to the university’s sustainable development initiatives.

In the first month, although it was the vacation period when many staff are absent, 32 staff joined the scheme. It is anticipated that more will join when staff return at the beginning of term.

13.7.3 Revised Sickness reporting arrangements

A new sickness reporting scheme was introduced on 1 August 2007 enabling the reasons for sickness, and working days lost through illness to be analysed for the first time. Inevitably with a new system, there have been some problems with staff and managers completing the new forms accurately and there are a significant number of ‘gaps’ in key data which are currently being worked on within the Personnel Department. Where a particular data field has not been completed on the new sickness reporting forms, this is being checked with the Faculty/School/Department and/or individual concerned and therefore it has not been possible to produce the full report by the deadline required for submission of the 2007-8 annual Academic Year review.

Once the data is complete and reports have been produced, they will be made available to the university’s Management Group, Heads of School and Department,



Safety Committee, the trade union Common Interest Groups/Joint Negotiating Committee and the Finance and Employment Committee of the Board of Governors.

13.8 Staffing Strategy

Work has commenced to update the 2004-6 Staffing Strategy to link in with the Corporate Plan, Faculty, School and Departmental plans, and themed strategies for Learning and Teaching and Research. The original strategy for 2001-4, and its 2 year extension, were written to meet a series of headings prescribed by HEFCE, although the structure of our Staffing Strategy was geared around a set of ‘staffing principles’ which have been in existence since incorporation.

In constructing the shape of the new Staffing Strategy, Management Group has been asked to comment on whether these staffing principles still apply as a set of guiding principles, or whether they should be reviewed and updated – and if so how. These are critical to the sort of employer the university wishes to be, and indicate a broad direction of travel within which specific actions can be crafted.

The broad shape of the actions in the proposed revised Staffing Strategy arise from 3 main sources:

actions planned for 2004-6 but not yet delivered, or which require updated or revised objectives and targets for 2007-12

objectives contained in the Corporate Plan support for targets in Faculty and Departmental plans, and thematic strategies

Central funding (£180,000) has been allocated for 2008-9 to support activities arising from the revised Staffing Strategy.

Headline actions to be included in the revised Staffing strategy are set out below:

13.8.1 Equality and diversity policy action plans

Revise equal opportunities policy statement (completed) Implement Disability and Gender Equality Scheme action plans Develop single equality scheme and associated action plan (in draft) Equality and diversity training programme (see below) Review of the delivery of equality commitments

13.8.2 Develop/revise new staffing/personnel policies

Dignity at work Work-life balance Coping with stress Guide to employing fixed-term staff including managing redeployment and

redundancy dismissals Managing staff reorganisation Management of sickness absence including long term sickness/DDA Enhancement of occupational health services Health promotion and staff welfare/wellbeing Promote flexible working – part time/homeworking and work-life balance Updating grievance and disciplinary procedures Responding to changes in employment legislation (e.g. agency workers,

parental leave)

13.8.3 Post Framework Agreement and embedding and actions

Develop new regrading/promotion procedures



Review use of role profiles in recruitment – identify expectations of staff at each level, career progression pathways

Develop new templates for job descriptions (for grading and recruitment) and selection criteria for recruitment

Revised contractual documentation Undertake a full equal pay audit/impact assessment Review of all pay-related benefits (overtime, honoraria, allowances, additional

payments, agreed/consultancy fees) Review of non-pay benefits and recommendations for enhancements to terms and

conditions (e.g. working hours)

13.8.4 Recruitment and Personnel Department operations

Develop revised templates for job descriptions and selection criteria for recruitment Revise and issue new recruitment procedures and guidance with specific emphasis on

equality commitments Simplify recruitment processes and reduce time taken to advertise and fill vacancies Develop a comprehensive training programme for those involved in recruitment and

selection of staff Personnel Department reshaping and reorganisation – greater emphasis on personnel

support/advice to managers - consultancy/advice/training, separation of activities relating to recruitment, contracts and personnel administration with streamlining of processes and efficiency improvements,

Develop enhanced capability for reporting and data management including management access to data on Resourcelink – and enhancements to Personnel handbooks and web-based information

13.8.5 Staff feedback/surveys

Undertake staff attitude/satisfaction survey – to inform future policy/service development, benchmarked with other organisations/HE sector if possible

Undertake HSE organisational stress audit/work-life balance survey follow up

13.8.6 Staff development policy

This policy review was subject to a Staff Development Group working group and an Equality Impact Assessment was completed following discussion at the last SDG meeting.

The revised policy will be finalised and presented to SDG at its first meeting in 2008/9 (Autumn term).

The policy will be distributed to Heads and managers and wider staff communication will take place using the Staff Development Brochure, Staff Development Website, StaffCentral and E-Channel

The revised policy will inform subsequent reviews and proposed enhancements to induction, the SDR scheme, sponsored study, career development and progression, Concordat for research staff

13.8.7 Staff Development Review Scheme

This was an action planned for 2004-6 but which had to be rescheduled pending completion of the Framework Agreement implementation of revised pay and grading structure, mainly because of a lack of trade union and Personnel Department capacity.

The planned revision of the SDR scheme is about to commence with a working group comprising management and trade union representatives, mindful of the fact that that the current SDR scheme is a collective agreement incorporated into staff contracts of



employment. The working group was agreed prior to the QAA visit but it is now desirable to change the pace of the review.

The Working Group was planned to meet during the summer to identify the scope of the review and has a target to conclude the review and report to JNC in December 2008. The review is intended to be ‘light touch’ and will pick up from the consultant’s report and recommendations from 2003.

A revised scheme will be documented and publicised during the Spring term 2009 A training programme to support the implementation of the policy will follow the

completion of the work to review the policy and will commence in 2009. The training programme will inevitably need to be extensive and ongoing resources to deliver the training will need to be identified for 2009/10 and in subsequent years

13.8.8 Academic Leadership Programme

This is an outstanding action from the 2004-6 Strategy which was awaiting the conclusion of matching to revised academic role profiles and the development of proposals for Assistant Heads. To enable this programme to be developed and piloted, there are various considerations to be worked through. A more detailed plan can then be developed. These considerations include defining the cohort. Assistant Heads, Professors, other academic ‘leaders’ (e.g. PLs); is more than one type of programme required with different cohort needs; will the programme be delivered by commissioning external consultants and/or using internal resources.

13.8.9 Senior Leadership Programme

For a variety of reasons, little progress has been made in developing Phase 2 of the SLP since the last cohort concluded in April 2007. This work now needs to be progressed and embedded, particularly in view of the university’s involved in a baseline study on leadership development being undertaken by Lancaster University on behalf of the Leadership Foundation.

In order to refresh and restart this project, a Steering Group will be set up to consider how best to support senior staff learning and development, including SMT, Deans and Heads of School and Department.

13.8.10 Management Development Programme

The new Strategy will contain actions to maintain and develop the MDP:

Continue to provide the core programme and modules when there are sufficient numbers to make up a cohort – likely to start another one or two in the new academic year

Review development needs for delegates who have completed stages 1 & 2 and support stage three with appropriate activities (optional workshops)

Explore the options for developing management ‘competencies’ or expectations of managers at the University of Brighton as a tool for development and performance review

Consider the need for establishing a new programme for staff with some management responsibility or who aspire to a management role as part of supporting career development and progression for support staff

13.8.11 Career development and progression

Following the implementation of the Framework Agreement, the Strategy will include development of an action plan to address the following considerations

How to use the role profiles for career development purposes



Analysis of ‘skills’ gaps/shortages and succession planning Consider appropriate progression routes for specific job types/families

Initial discussions to inform the approach and priorities to take place by the end of the current academic year.

13.8.12 Equality and Diversity awareness training

A revised university policy for Equality and Diversity was agreed in April 2008 and a ‘Diversity Week’ is planned for early December. The Equal Opportunities Steering group will also consider how to publicise, communicate and embed the revised policy in order to meet the university’s various Equality Commitments and Action Plans.

A number of options and issues have been identified by Faculties, Schools and Departments and we need to decide how an equality and diversity training programme should be developed and delivered across the university, specifically

Should it be centrally organized and delivered or devolved/’cascaded’ to Faculties, Schools and Departments?

A single ‘awareness raising’ session covering all aspects of equality and diversity, and/or

specific development activities with more in depth training in equality and diversity linked to specific roles and responsibilities (e.g. admissions tutors, recruitment of staff)

Appropriate development method(s) considering the range of staff roles, needs and expectations

Who should attend and should the programme be mandatory? Should a steering group be set up to plan and scope this training programme?

13.8.13 Link to Corporate and strategic plans

A review of the strategic plans of Faculties and Departments has informed and confirmed some of the headlines for the revised Staffing Strategy, specifically:

Leadership and management development for senior academic staff Improve communication, motivation, career development opportunities and work-

life balance Encourage excellence, dignity at work and work-life balance Development of staff development strategies clearly aligned to local priorities

(enhance SDR processes) Provide a staff development career pathway for staff and students (particularly

post-graduate) Ensuring flexible working practice to support the (BSO) agenda H&S training for academic staff and others Recruit a more diverse mix of staff Support access to development opportunities and career development, clarifying

and raising individual expectations

Other plans not yet specifically covered in the draft Staffing Strategy include:

Staff development/mentoring for staff in support of succession planning (FA&A) Develop a range of approaches for recognising and rewarding staff contributions Working to achieve IIP status (R&CS) Support for wellbeing initiatives


Support for learning, teaching 14. Centre for Learning and Teachingresearch and administration

14 Centre for Learning and Teaching

14.1 Introduction

The University of Brighton’s Centre for Learning and Teaching (CLT) supports the professional development of academic staff across the university. We work on several levels - with individuals and groups of staff, with schools and faculties and through contributing to institutional and national strategy and policy.

Our aim is to promote the importance of teaching as a professional activity and to work with colleagues to enhance the quality of learning and teaching. We do this through a range of activities, which include: courses for new and experienced lecturers; events such as conferences, seminars, symposia and workshop series; projects and consultancy work for individuals and departments and research into learning and teaching in HE, some of which is funded by the HEFCE and the Higher Education Academy (HEA). We also support individual and group development opportunities such as the learning and teaching fellowships and enquiry groups, and develop resources for learning and teaching practices in areas such as the support of students with disabilities.

During the past two years the centre has grown to enable it to engage more efficiently with the range of needs and developments at the University of Brighton, in its national and international context. This has involved us in an increasing focus on research informed and enhanced teaching which has been partly enabled by internal and partly enabled by external funding.

14.2 The university’s Learning and Teaching Strategy

The final version of the new learning and teaching strategy 2007-2010 was submitted to HEFCE in January 2008. The strategy has now been analysed in relation to areas of responsibility, through the Learning and Teaching Committee and Academic Standards Committee. Some elements of the strategy are underway or have already been completed. For example, the development of e learning has been supported by the Pathfinder project (JISC funded) which has enabled CLT and Learning Teaching Advisors (LTAs) colleagues to work with Oxford Brookes consultants and a range of course teams at the university to take forward e and blended learning into their course development.

14.3 Credit-bearing courses

14.3.1 Postgraduate Certificate in Learning and Teaching in Higher Education

The revalidated and re-accredited PGCert has proceeded smoothly through its first year of implementation, with all 15 participants completing the course. All are recommended to pass, subject to a small amount of additional work in one case. All are therefore expected to graduate next February. The end of course evaluations have been overwhelmingly positive, which affirms the decisions taken in redesigning the course. A typical response was:

‘The workload was appropriate and sufficiently demanding to be worthwhile. More than four Critical Incident Analyses (CIAs) and peer observations would



have been too much. The four Study Packs were useful and interesting and relevant to my teaching. This number allowed the opportunity to read a couple of the optional ones as well.’

The course was praised for its coherence and balance, for example: ‘I felt the course was very well-structured. All the pieces ended up fitting together as the course developed. For instance, I didn’t quite see the purpose of the CIAs at first but it became very clear how they would benefit our learning as the course went along.’

The action learning sets were again universally highlighted as the most valuable aspect of the course, for example: ‘This was the most wonderful Action Learning Set who have been supportive and constructive throughout. I feel a much better teacher from the support and advice ALS alone.’ And: ‘It was a fabulous opportunity to get to know colleagues (and their work) across the university, an exceptionally timely SET with brilliant advice/suggestions and incredibly supportive course team. I feel privileged to have been a part of this cohort this year. I will most certainly strongly encourage my colleagues (new ones as well as some with more experience who have not done it) to do this course.’

14.3.2 MA Academic Practice/MA in Learning and Development

The MA Academic Practice (MAAP) will cease in July 2009. Currently 3 students (all members of staff at partner colleges) are registered on the programme, the remainder having withdrawn or transferred to the new MA Learning and Development (MAL&D). We will continue to support existing students during the academic year 2008-9. Any who have not completed their study by July 2009 will be offered the opportunity to transfer to the MAL&D and they are fully informed of the situation.

In July 2007 the new MAL&D was validated. This includes a number of CLT modules that can be taken singly or combined to provide a distinctive ‘higher education’ pathway for those who wish to follow it. Three of these modules are accredited by the HEA as a route to Membership status. Two people have taken CLT modules during the first year of the course (2007-8). A further five people are considering enrolling on CLT modules in the autumn.

It is anticipated that CLT staff will seek validation of additional specialist modules in the coming academic year.

14.3.3 Teaching in Higher Education

This is a two-day short course usually offered 4-5 times annually. Participants may choose to complete an assessment task related to the course and thus gain credit for the course via module LTM02. c10 people do this each year. The number of participants in the year 2007-8 was 53. This was c10% fewer than normal because 9 of the 18 people who were enrolled for the March iteration withdrew at less than 48 hours’ notice owing to illness. We usually allocate 18-20 places on each iteration of the course and almost always receive more applications than we can accommodate. The actual numbers of participants illustrate that 2-4 individuals normally fail to attend, often with no notice or explanation. Therefore, from September, anyone cancelling at less than 14 days notice who subsequently requests another place will go to the bottom of the waiting list and is likely to have to wait 12 months.



As in previous years, participants during 2007-8 included colleagues from Partner Colleges; research students and research staff with teaching responsibilities; medical staff based in local clinical settings who also teach within the Brighton and Sussex Medical School, and new part-time or visiting lecturers from a number of Schools within the university. It is notable that 3-5 participants in each iteration this year (i.e. 12-15 in total) have been research students and staff from PABS. We also regularly have participants from the BSMS, and Arts and Architecture in particular. The course continues to be very popular and there is a waiting list for each iteration.

Each participant is asked to evaluate the course and their comments continue to be generally very appreciative, although there is a persistent concern about the lack of natural light and ventilation in M115. Individual participants sometimes value certain aspects of the course less highly than others, but there is no consistent or persistent pattern. Indeed, it is notable that participants in the same iteration often differ quite markedly in their preferences. The assignments submitted for LTM02 provide detailed analyses of the ways in which the participants draw on the course to enhance their teaching and the very high pass rate provides good evidence that the course is of benefit to participants. During 2008-9 we intend to conduct a longer term evaluation of the course, subject to the availability of resources.

14.3.4 Writing for Academic Publication

12 colleagues began, 10 undertook this course and 8 completed the course for assessment purposes. The current 10 credit weighting is felt to be too slight for the amount and time of work and on proposal will be increased to 20 credits and this will bring it in line more with the MAL&D.

14.3.5 Certificate/Diploma in Research Methodologies

Approximately 10-12 URTF participants take module LTM02 Teaching in Higher Education each year. In addition, the CLT provides two modules on the URTF/CRM/DRM programme: RMM18 Teaching your research, and RMM19 Supervising student projects, enquiries and dissertations. Five people participated in RMM18 in the 2008 iteration.

In 2007 4 people attended the first iteration of RMM19, which was used as a pilot. While it is appropriate for research students planning an academic career, this new module is also intended to support the work and development of lecturers at the university and affiliated colleges. This year (2008), the module will run in the autumn term and it is notable that to date c18 members of academic and research staff have registered for the module or indicated a firm intention to do so. (Following the pilot, the second iteration of the module was much more widely advertised.)

14.3.6 Supervisor Development Programme

This programme was re launched in summer 07 and ran again December 07 and summer 08 with a two day programme and a one day refresher course for those who have been supervising for several years after taking the first course.



14.4 Outreach work with faculties, schools and course teams

CLT colleagues have ongoing membership of/contribution to work of university committees and activities including:

14.4.1 CUPP

Working with CUPP, including exploration of possibilities for an interdisciplinary community engagement project based at Newhaven.

14.4.2 Sussex Learning Network

Involvement in various collaborative activities including facilitating seminars on pedagogic research for members of the SLN Practitioner Research Grants Project.

14.4.3 Disability, equality and diversity

Pauline Ridley is a member of the Course Development Team for the new MA in Inclusive Arts Practice. This was validated in April and will build on the successful Access to Art project to provide opportunities for disabled and non disabled artists to work together.

14.4.4 Learning Development

Catherine McConnell has been appointed as a new CLT lecturer specially looking at supporting and advising academic staff about Learning Development issues and addressing these through improved curriculum design.

14.4.5 Developments

We are currently discussing a number of potential developments with colleagues, including ways in which we might enhance our support for:

new and existing course leaders staff engaged in course design and curriculum development staff with little experience of supervising undergraduate and taught post-

graduate projects, enquiries and dissertations staff engaging in pedagogic research and development.

14.5 Learning Technologies

Pathfinder, the e learning JISC funded national project, is now complete. The project has established a sustainable internal team both during and following the end of the consultants work with us (May 2008) Consultants and internal team have run 3, 2-3 day course team developments, and to date 2 entirely internally run course team developments. 5 full days will have been run by the internal team, 4 with external presenters, 1 as a showcase of internal work. Individuals and teams have benefited from the work with the LTAs, CLT and the consultants.

Work with the LTAs has continued this year to develop understanding of and practice in Web 2 technologies including Elgg. The achievement of the HEA JISC Pathfinder bid supports such developments and brings it to the notice of University of Brighton and others in the UK particularly through the



collaborative teams with whom CLT and colleagues are working UK wide, the CAMEL project grouping (TVU, Bradford, Greenwich). The two day final project development and pilot dissemination ran in May 2008 and was an event open to the university.

14.6 Research

Research into learning and teaching, research led teaching and developing students as researcher have become increasingly important at the University of Brighton during the year, as they have nationally and internationally. Following UK funding for universities related to their learning and teaching research in inverse relation to the RAE funding, and international trends (eg the Australian Carrick foundation grants, and US Carnegie grants), we have built the foundations of several funded projects, some gained in 06-07 some 07-08. We have developed our own research strategy growing from the university’s developing strategy and the Learning and Teaching strategy. We have developed our own ethics guidelines in relation to the university’s processes and the Faculty processes and we support and advise colleagues on research processes and ethics, particularly those undertaking Fellowship related research.

The CLT have a number of successful research or research related projects running currently. These are either externally or internally funded and indicate a robust internally well established and externally recognised university engagement in the research which underpins and enhances and informs learning and teaching – a direction the university intends to develop further in the post RAE climate. Examples of our research projects include:

14.6.1 Pathfinder and related e learning activities

Using appreciative enquiry to explore enhancement of learning and teaching outcomes for staff and students.

14.6.2 ESCALATE

Sustainable development in the curriculum.

14.6.3 Gina Wisker’s NTFS individual project

Continues with a number of conference papers given on cross cultural supervision, threshold concepts and conceptual threshold in postgraduate learning (international examples, in literature and art and in education, and in the role of supervisors in supporting postgraduates to achieve conceptual, critical and creative levels in research).

14.6.4 NTFS Doctoral Learning Project

This is the major UK project on postgraduate learning and supervisory practice. This project will start disseminating early work at the EARLI conference in 2009, ISL 2009 and other conferences in 2009.

14.6.5 Widening participation

Five projects have been planned and launched. 1 Open Minds – this project focuses on students’ mental health,



2 Learning Differences – Transitions into HE for students with ASD & Aspergers 3 The experiences in HE of older students4 Retention of younger male students from socio-economically disadvantaged areas.5 International students –further research into the learning experience of international students, particularly postgraduates i) Business Masters ii) cross cultural supervision at PHd.

14.6.6 National Student Survey

The Report of this project was published on CLT website at end of the autumn term. Web counter suggests over 300 separate individuals accessed the report website in first week.

14.6.7 Case studies of continuing professional development

Small-scale case-studies have been compiled to ‘map’ naturally occurring evidence of CPD that occurs in the course of working activities.

14.6.8 Support for Pedagogic research

Advisory sessions have taken place for Teaching Fellows engaged in pedagogic research. Seminars have been facilitated on pedagogic research for members of the SLN Practitioner Research Grants Project.

14.6.9 CETLD

A project has been developed looking at how students learn through sources of inspiration. There are several partners involved – CETLD, University of Brighton, The V and A, Royal College of Arts, and RIBA. This is CETLD funded and finishes Autumn 2008; an internal seminar was delivered in February 2008.

14.6.10 Small projects with international partners to date include

Fellowships and their impact with University of Stellenbosch; External examiner reports on PHDs and other doctorates with University of Newcastle, New South Wales, Australia; Postgraduate professional supervision practice with Trinity College Dublin; Threshold concepts and conceptual thresholds – supervisor responses with Margaret Kiley, Australian National University.

14.6.11 Enquiry groups

These are CLT facilitated, networked, small funded and unfunded research groups. The ‘enquiry groups’ develop projects focusing on a range of key issues in learning and teaching. From two of the enquiry groups, a proposal has been developed for an action research project related to the first year student experience. This intends to capture and enhance the experience of being a first year students at the University of Brighton, working in collaboration with Student Services, the SU and other staff across the university with a particular focus on supporting diversity through positive teaching practices.

14.6.12 Research conference



The first learning and teaching research conference was held in October 2007. It showcased some of the ways in which colleagues at the University of Brighton and partner colleges are using pedagogic research to enhance their learning, teaching and assessment practices.

Professor Mick Healey, co-director of the Centre for Active Learning in Geography, Environment and Related Disciplines at the University of Gloucestershire gave a keynote seminar on links between research and teaching.

14.6.13 Publications

A very attractive and useful publication has been produced following the 2007 Learning and Teaching Conference. Connections: sharing the learning space contains 11 articles, including one based on Clive Holtham’s striking keynote. It was edited and compiled by Joyce Barlow, Gail Louw and Mark Price.

The first issue of Academic practices, the CLT’s new twice yearly publication was well received. The newsletter aims to keep the university and its partner colleges up to date on developments within and outside the university in terms of research-enhanced and informed learning, teaching, assessment and curriculum development. It also aims to showcase some of the innovative and well-established practices and activities around this community for the benefit of the widest readership possible.

The Teaching One to One book by Gina Wisker, Maria Antoniou, Pauline Ridley, Charlotte Morris, with Kate Exley from Nottingham has now been published and well received on the Routledge website.

14.7 Major events and activities co-ordinated by CLT

The CLT run a range of internal events and development activities which aim to work with the needs of internal University of Brighton and Partner colleagues in terms of their developments in course leadership, working with international students, research and writing practices, retention and attrition, informal learning, visual practices and a range of useful events related to diversity and widening participation. In addition, CLT colleagues contribute to university wide development programmes and sessions, external examining, leadership and other issues as appropriate.

14.7.1 Support for writing

With focus on teaching contemporary women’s writing (supported by the English Subject Centre) September 07, with a deliberate development focus on taking research through to completion publication and developing the writing confidence and skills of colleagues we launched two major symposia and workshops led by Professor Graham Badley (December 07)and support on academic writing led by Dr Rowena Murray (June 08) In addition a session was held by Gina Wisker on writing for publication in journals and books.

14.7.2 Talking about Teaching

The series now has a regular ‘slot’: the afternoon of the first Friday of each month. Seven lively, successful sessions were run, attended by a total of



almost 110 people from a range of Schools. Topics have included: Communication and information technologies, ethics and the law, Exploring visual learning in the disciplines and Student attendance. Are you concerned? What do you do?

14.7.3 Learning and Teaching Conference 2008

The theme ‘Social purpose and creativity – integrating learning in the real world’ reflected the values and aspirations of the university’s new Corporate Plan. It generated an enthusiastic response from across the university, leading to an exciting programme of parallel sessions and a dozen poster displays. The keynotes were Professor Mike Neary, Dean of Teaching and Learning at Lincoln ‘Student as Producer – risk, responsibility and rich learning environments in higher education’ and Dr Liz Beaty, Director (Strategic Academic Practice and Partnership), University of Cumbria ‘Learning and "real life": what place for a campus based institution in the 21st century?’. The event was fully subscribed, and as evidenced in the overwhelmingly positive evaluations, it provided a very stimulating and enriching experience.

14.7.4 Learning and teaching fellowships

31 colleagues, individuals and groups were successful in gaining fellowships in 2007-2008. The Fellowships are for learning and teaching innovation developments, research informed activity, and for curriculum developments. The CLT have been pleased to receive applications from partner colleges.

14.7.5 Teaching Excellence Awards

Renamed Excellence in Facilitating/Empowering Learning Awards and launched in December 2007. The selection panel awarded 10 individuals and 2 groups. The task facing the panel was not easy. The panel received 24 submissions, following a nomination stage at which over 41 staff were nominated by colleagues and/or students.

14.7.6 Centres for Excellence in Teaching and Learning (CETLS)

CLT is closely involved in all three of the University’s CETLs. Pauline Ridley coordinates the Visual Practices learning area of the LearnHigher CETL, a partnership of 16 universities led by Liverpool Hope and is a member of the joint CETL liaison group which also includes CETL-D (CETL in Design) and Inqbate, the CETL in Creativity.

During 2007-8, we continued to provide educational support and evaluation to Inqbate and to the Creativity Development Fund projects (details available at http://www.inqbate.co.uk/ ) and to encourage staff awareness and use of the Creativity Centre at Cockcroft by holding a number of our own events there. Gina Wisker led a CETL-D funded project to research the way that design students use museum collections and other sources of inspiration. Highlights from LearnHigher this year included publications from several of the 20 Visual Practices projects funded across the University and partner colleges, including a book and DVD on the Overalls /Access to Art project, a successful conference on the Role of Visual Practice in Clinical Education attended by medical and arts professionals from around the country, and the Big Draw@


http://www.inqbate.co.uk/


Brighton, a month long programme of drawing activities for which the University won the Drawing Inspiration Award from the National Campaign for Drawing. Details of these and other activities are available at http://staffcentral.brighton.ac.uk/learnhigher/ .

14.8 External links and developments

Our external links and developments enable us to play a part in learning and teaching internationally and nationally as well as regionally. They are important in the development of strategy and policy, internationally and nationally and ensure that we are in touch with deliberations and developments. Some of our work at the University of Brighton has contributed to major deliberations in the sector through involvement in the CETLS, SEDA, HEDG, SRHE, HERDSA and HELTASA as well as the HEA subject centre networks and the HEA itself. Individual external links also include a range of international and national, external examinerships and consultancy and workshop deliveries.


http://staffcentral.brighton.ac.uk/learnhigher/

Support for learning, teaching 15. Information Servicesresearch and administration

15 Information Services

15.1 Corporate Plan Aim 1: The Curriculum

The aims of the Information Services Strategy under Corporate Plan Aim 1 are:IS Aim 1a: to ensure that service development is informed by academic programme development and best practice in quality assurance, in line with the university’s Learning and Teaching Strategy.IS Aim 1b: to enable all relevant staff & course teams to be able to make appropriate individual & collective choices in the use of technologies in their learning & teaching, working in partnership with CLT and other central services.

Information Services fully contributed to the development of the university’s submission to the QAA Institutional Audit, provided IT infrastructure and support for the visit of the auditors and is participating in discussing the response to the “desirable recommendation” in the report: “continue to monitor and enhance the effectiveness of studentcentral as a tool to aid learning and teaching”.

The university has successfully completed its participation in the Higher Education Academy (HEA) e-learning Pathfinder programme. This is a joint venture between the Centre of Learning & Teaching (CLT) and Information Services, focusing on e-learning pedagogic staff development in the university. The project had three main aims:

to build staff development capability at the university to enable the sustainable development of e-learning practices;

to build multi-professional support teams for integrated technical and pedagogic support;

to explore the extent to which using online social networking tools can facilitate the implementation of these aims.

This was to be achieved by organising intensive bespoke e-learning skills sessions for course teams, facilitated by external consultants, with CLT staff, Learning Technology Advisors and Information Advisors involved; and organising topic-specific one day or half day workshops on aspects of e-learning.

The HEA funded element of the project completed in May. During this period the main achievements were:

Four intensive sessions completed, three facilitated by the external consultants, one by university staff only;

Six topic-specific workshops completed;

Research strand, still continuing, investigating the engagement with the Pathfinder project & identifying course enhancements directly resulting;



The finding that course intensive events are proving valuable for general enhancement of curriculum design and not just for enhancing e-learning elements;

Identifying the importance of high quality venues for staff development activities (CETL Creativity Centre used).

The university produced a number of reports on the project (which can be found on the project blog at http://community.brighton.ac.uk/pathfind/weblog/) and there was a poster on the project, which included the work of other Pathfinder projects at other institutions, at this year’s university’s Learning & Teaching Conference in July.

Discussions are advanced on how best to sustain the momentum of the work undertaken in 2008-09.

An informal survey was undertaken of Heads of School to identify academic colleagues currently engaged in using commercially organised social networking tools and services to enable an analysis of: how such tools and services are chosen; identification of good practice and issues in their use; and an assessment of the prior risk analysis undertaken. This was followed up by a small number of face to face meetings with some academic colleagues engaged with these services. YouTube and Flickr were the most popular services used and in almost all cases their use is restricted to viewing materials rather than depositing them. Some staff use social networks and sites specific to their discipline or profession. Those using Facebook encountered some difficulties in that not all students wished to join in, and generally academic use of Facebook for learning and teaching appears to be very low.

As a result of this analysis, a set of guidelines for those considering using such services, with a checklist to ensure that the university, staff and students are not unduly put at risk, is being produced over the summer.

15.2 Corporate Plan Aim 2: Research

The aim of the Information Services Strategy under Corporate Plan Aim 2 is:IS Aim 2a: to develop better support services to underpin the evolving research activities of the university, in line with the university’s Research Strategy.

The university has participated in the pilot phase of the national theses digitisation programme, EThOS. Information Services has submitted a number of theses of the university’s successful research students to the British Library for digitisation; the criteria for selection was the number of requests for copies of theses at the British Library. It is anticipated that the first batch of electronic versions will become available during the summer.

Discussions continue with colleagues at the Medical School about the challenges being raised by the increasing research activity at BSMS. A review of priorities has led to the identification of resources to provide more IT support and purchase additional e-journals.

A new university research information database has been specified in a project led by the PVC (Research). This new database will bring together for the first time all research related information in one place. This will make it


http://community.brighton.ac.uk/pathfind/weblog/


possible to produce automatically a comprehensive range of reports, both textual and graphical, for management processes within the university and for external assessment processes. Recruitment will shortly be underway for a developer for the project and the target initial release deadline is September 2009.

15.3 Corporate Plan Aim 3: Economic and Social Engagement

The aim of the Information Services Strategy under Corporate Plan Aim 3 is:IS Aim 3a: to enhance the existing reputation for helpful, effective and proactive participation in the key partnership activities of the university.

The provision of library and computing services for the first cohort of YearFive students of the Medical School, when they study at various NHS locations around the region, has been successful. A comprehensive review of the use of studentcentral by the Medical School was completed and the follow-up action plan is being implemented.

The PDA project at the Medical School, started in 2005, whereby students in Year Three and beyond who have purchased an appropriate PDA device get a School subsidised loan of electronic copies of medical reference material, was formally reviewed in July. As a result a number of options are being considered for carrying forward the project, including one where the School purchases a PDA and electronic copies of resources for all of its students.

The success of the refer scheme at University Centre Hastings (UCH), whereby the residents of Hastings now have ready access to the physical resources in all the major libraries in the town, continues. This service has now been awarded accreditation and kite mark by Inspire, the national scheme which encourages collaborative partnerships between public and educational libraries. The university’s desire to join the regional Inspire South East scheme has been delayed by the requirement that a university photo id is required for students.

The chess collection at UCH, the largest in the UK and believed to be the third largest in the world, was officially opened on 10 June by Rt Hon Charles Clarke, MP, whose father was the first donor of a private collection to start the library. The Hastings Local Family History collection has been added to the special collections inventory at the Centre.

An inter-site loan service between libraries of the university and that of Plumpton College has been devised and will be piloted in the forthcoming academic year.

IT and library arrangements to support the new CUPP community followship scheme have been agreed.

15.4 Corporate Plan Aim 4: Student and Staff Experience

The aims of the Information Services Strategy under Corporate Plan Aim 4 are:

IS Aim 4a: to enhance and extend studentcentral by taking the lead in the development of the technical infrastructure and support for studentcentral, in line with the university’s Learning and Teaching and Information Strategies.



IS Aim 4b: to collaborate proactively with Schools and other central departments to improve and make more coherent the experience throughout the student life cycle.IS Aim 4c: to plan and manage staffing in the department, in line with the university’s Staffing Strategy.IS Aim 4d: to sustain departmental attention on matters of health and safety and equality commitments.

The use of community @ brighton has grown during the year with a number of innovative applications to support learning and teaching as well as many uses for sharing of communications and resources. The functionality of the service has been steadily enhanced during the year, particularly with multi-media “YouTube-like” facilities. Community @ brighton was shortlisted for the prestigious Times Higher Education Supplement ICT Innovation of the Year Award.

Information Services was again successful in a bid from the university’s “top up fee” income for funding a programme to improve the student experience. Informed by various strands of student feedback, and the university’s list of additional activity submitted to the Office of Fair Access, this additional source of funding has been used for:

the purchase of 4,747 multiple copies of core text books; the purchase of 153 new computers to support discipline specific

learning activities in Schools; the purchase of 415 new e-books; continuation of the trial of extended opening hours at Aldrich –

opening hours were extended to 2 am every morning for three weeks around the semester one assessment period and for six weeks around the semester two assessment period;

continuation of the trial of Sunday opening of St Peter’s House library during term time;

additional computer helpers to provide advice and assistance during the weekdays at various sites;

better back-up support for computer helpers on duty in evenings and on Sundays;

a trial of “drop-in” Computer First Aid Clinics to provide advice and help to students when using their own computers to access the networked services of the university.

The annual Information Services student survey had fewer responses this year; 558 compared to 1,084 last year. This is thought to be due to the larger than usual number of surveys conducted by various agencies and groups of the university’s students this year and a change in timing to avoid the Students’ Union’s survey in connection with the QAA Institutional Audit preparations. Once again “more print copies of core texts” is the highest priority for students, despite the significant additional investment in this area over the last two years. “More journals” returns to its customary position as the second highest priority with “provide informal study areas in the libraries (coffee/ books/ wireless)” the third highest, the latter being a question asked for the first time this year. “More computers in libraries” has dropped from second highest priority to fifth, reflecting the increasing numbers of computers. As usual there are site variations; for example “more computers in libraries” is again the top priority for students based at Grand Parade, “more



journals” the top priority at the libraries in Eastbourne: however, the lower response rate means that site specific results might need to be treated with caution.

Other results of interest in the Information Services student survey include: a preference to borrow a printed copy of a core text compared to an electronic copy (60% against 40%); 81% of the university’s students have used Facebook and 71% YouTube; creditably in only its second year of service, 36% reported that they had used community @ brighton. In the free text comments many students highlighted a desire for more informal learning areas.

The Students’ Union conducted a survey of students to inform the Student Written Submission element of the university’s QAA Institutional Audit. This survey included a section on learning resources. There are a number of positive messages about the provision of learning resources at the university which emerge from the analysis of the results. These include: 96% of students usually use at least one of the university’s libraries; 82% of students feel that library opening hours meet their needs; 68% of students are able to access lecture notes online through studentcentral; and 68% of students are able to access other course materials online through studentcentral.

There are, however, a number of potential issues raised: 11% felt that the supply of books does not meet their needs; considerable variance in students’ experience of being able to access university computers at times appropriate to their needs; wide variation in responses to the questions on being able to find course materials on studentcentral, ranging from 80% to 90% in BSMS and PABS to 40% in the School of Architecture and Design, 30% in the School of Arts and Communication and 11% in SHACS. These results were considered at the Learning & Teaching Committee where it was agreed that the priority was addressing the variability of accessing resources on studentcentral, with the PVC (Academic Affairs) taking the policy lead.

Information Services conducted a survey of students at UCH on their use of library and computing facilities. The response rate was good with nearly one hundred students completing the survey form. Generally the replies were very positive, with the level of help from library and computing support staff being rated particularly highly. Some areas of concern are that most students claim to be unable to find all the resources in the library on their reading lists, comments on short opening hours and that only around 50% had used the UCH IS website to find information. A follow-up investigation of some of the issues identified was undertaken and an action plan is being implemented (eg reminding academic colleagues on the importance of their students attending a library induction and the trial introduction of longer opening times for the Learning Resource Centre around exam periods).

The university has participated in a one-off survey of taught postgraduates about their experience at the university, carried out by the HEA. 479 Brighton students completed the survey. Overall a picture of positive experience emerges from the results. 74% and 71% agreed that library and IT resources respectively are appropriate to their studies (the national average for these questions is 70% and 74% respectively). However, less than half agreed that they had been able to access specialised resources when needed.



Information Services investigated possible reasons where there have been low scores in the computing and library questions in the National Student Survey 2007 results; most of the activity was focused on the very low scores for the humanities programmes in SHACS. A report of the key findings and a list of the priority action areas was drawn up and agreed by the School’s Management Group and Information Services; the follow-up actions are being implemented.

Information Services’ Computer First Aid Clinics for helping students who are having problems with their own computers were expanded over the academic year. Students may bring along their own computer to one of the evening clinics, run on all of the major sites of the university, for services such as diagnosing computer faults, systems configuration advice, setting up network connections, anti-virus help and advice on computer security measures. The Computer First Aid Clinics are free to students and help is provided on a best efforts basis; it is not possible to undertake hardware repairs. The service is funded by the additional “top up” fee income allocated to Information Services.

In June Information Services participated in a reciprocal staff development event with Information Services colleagues at Kingston University; around eighty staff from Kingston visited the university and met up with colleagues undertaking similar roles. The feedback of those participating has been very positive.

Information Services was one of the departments visited by the Health and Safety Executive inspectors during their visit to the university in December. As a result of comments made during the visit, more systematic health and safety training needs analysis is being performed and better procedures implemented for a comprehensive programme of development and revision of health and safety risk assessments.

15.5 Corporate Plan Aim 5: Physical Environment

The aims of the Information Services Strategy under Corporate Plan Aim 5 are:IS Aim 5a: to develop a reputation for reliable core services which are secure, sustainable and highly accessible.IS Aim 5b: to assist staff across the university to exploit information technology, media services and information resources confidently and effectively.IS Aim 5c: to manage flexibly the physical spaces, resources and services under the stewardship of the department, planning and managing scholarly information resources and services coherently, in line with the university’s Information Strategy.IS Aim 5d: to evaluate and exploit new technologies when they are stable and meet an identified need.IS Aim 5e: to consider the environmental impact of all activities in the department and make reasonable adjustments, where appropriate, to reduce energy consumption and carbon emissions, in line with the university’s Sustainable Development Strategy.

The Computing Utility project was initiated in February 2005 with the aims of:

developing the capacity to support the increased loading on the systems underpinning studentcentral;



adding additional resilience to support increased dependence by the university on its IT systems;

replacement of ageing equipment.

The purchasing of all the relevant equipment and software has been completed within budget and within the timescales of the HEFCE capital project funding constraints. Systems integration is now underway so that the latter phases of the project can be fully deployed in early autumn.

The ailing “Uob-intranet” service was finally replaced by “department docs” with the successful migration to the new service completed by the end of November.

Email quotas for staff were raised in the spring.

Revisions to the university Information Security and Information Interception Policy, due to come into effect on 1 August, include advice on secure management of sensitive and confidential data on mobile devices such as laptops and USB sticks.

A trial service to Schools by Information Services enabling the scanning of copyright material covered by the Copyright Licensing Agency’s licence using the British Library’s new service, Higher Education Scanning Service (HESS), without the costs being passed onto Schools, was undertaken in the second half of the academic year. This service has proved to be relatively popular, and requests have been within the capped budget set by the department, although there have been some concerns about the quality of some of the materials supplied by the BL. The trial (again with no costs passed onto Schools) will be extended for another year, ie until July 2009.

A web 2.0 training programme was successfully trialled for a number of library staff in the summer term and discussions are underway on how this may be rolled out more widely.

In July the IT HelpDesk logged its 30,000th call since the HelpDesk reporting system was established in May 2002.

The cross-institutional steering group planning for the deployment of the latest Windows operating system, Windows Vista, agreed not to recommend the deployment this summer of Vista across the university as originally planned. This is because of larger than anticipated hardware upgrade costs to support the new environment, there are still a number of application software packages which do not have stable Vista versions and remaining concerns about the stability of the current release of Vista: this decision is in line with the known plans and experiences of other universities. The revised target date for university-wide Vista deployment is summer 2009.

This steering group, following its recommendation to deploy Office 2007, the latest version of the Office suite of tools, this summer, is managing the university deployment of Office 2007 (including Outlook 2007 and Internet Explorer 7) to all university owned staff and student PCs. In addition, the MacOS X Steering Group is managing the deployment of Office 2008 software (which is very similar to Office 2007 and shares the new file formats) on the university’s Apple Macintosh computers over the summer. The menus and “look and feel” of Office 2007 are significantly different from those of the



versions that the university is currently using and there is a file format change for Word, Excel and PowerPoint files. Therefore the deployment is being accompanied by an appropriate training and documentation programme. New features of Office 2007 include incorporation of an RSS reader in Internet Explorer (which enables the alerting of changes to web pages selected by a member of staff or student for web sites where the RSS feature is enabled), PDF file generator and the new file format means that files are generally smaller and much more transferrable between Apple Macs and PCs.

The number of wireless hotspots around the university has been increased, mainly in informal learning areas; there are now more than 120 Access Points available. Concurrent usage of the wireless network peaks at around eighty to a hundred connected devices on many weekdays in term. During the year no significant operational issues were experienced with the wireless service in its first year of full operation.

In the autumn the “findit@brighton” service was launched. The “findit@brighton” logo is annotated on the search results from most of the online databases available in the Online Library section of studentcentral (providing the search is undertaken on a computer connected to the university’s network). Clicking on the logo opens a page which can either reveal that the university has online access to the article, with a link to that article; or, if a print version only is available, provides a link to the university’s library catalogue so that the journal can be searched by title or by ISSN (and similar links to the University of Sussex catalogue and the Brighton and Sussex University Hospitals NHS Trust journals’ list); or there is information that electronic access is not available, offering alternative options for retrieving the article.

In a major developmental project, the department is preparing to undertake a trial of the use of RFID (Radio Frequency IDentification) technology at the Falmer Library leading to the introduction of the option of self service for book issues and returns at the start of November. If successful, the intention is to introduce this in a phased programmes to all of the university’s libraries. It is anticipated that key improvements for members of the university are:

staff and students get books and items much more quickly. Books can be issued and returned without having to queue while library staff deal with problems and queries from others;

books and other items circulate much more quickly and items are returned to the library shelves faster, meaning they are available for use without delay;

Information Services staff are better able to focus on the needs of individuals and offer greater levels of information and study support. Falmer library, for example, has recently run a successful Roaming Library Helpers trial with Information Services staff helping students throughout the library rather than just at an enquiry desk. It is planned that self-service will enable this successful initiative to be expanded;

self-service can potentially be used as a means of offering loan services during longer opening hours.



A new “mobile printing” service was introduced during the autumn term. This enables printing from Windows laptops connected via the university’s wireless service to the networked printers in the open access computer rooms.

During the summer 2008 work is being undertaken to refurbish the ground floor of the Aldrich library to create a “comfortable informal learning area” which will provide comfortable furniture, refreshments and wireless access points for students without needing to leave the library and will be available at all times when the Aldrich open access computer room is open. If successful, Information Services will be looking to introduce similar zones in some of the other libraries of the university.

The tungsten based lights in the TV Studio at Moulsecoomb have been replaced by more environmentally friendly lighting; the new system uses fluorescent technology with specially developed tubes with colour characteristics matching the requirements of video and file cameras, coupled with advanced dimming techniques. The new lights are much cooler (which reduces the amount of air cooling needed for the studio) and consume considerably less energy than their predecessors (2.5kW compared to 20 kW). The use of virtualisation technology, whereby multiple virtual servers can be used on the same physical device, is being piloted; this has the potential to significantly reduce the number of servers and hence reduce energy costs. The programme for replacing desktop computers with those which are more environmentally friendly has continued and a programme for installing double sided printers for the students has begun. Reprographics has continued its long standing programme to use as much recycled paper as possible provided the quality is appropriate and the costs are not significantly higher than using other types of paper.

15.6 Corporate Plan Aim 6: Governance, Management and Relationships

The aims of the Information Services Strategy under Corporate Plan Aim 6 are:IS Aim 6a: to enhance services that support the administrative activities of the university, in line with the university’s Information Strategy.IS Aim 6b: to plan and manage the department’s finances, in line with the university’s Financial Strategy.IS Aim 6c: to provide tools and services to facilitate studying and working across organisational and physical boundaries.

A group with representation from many central departments has been established to co-ordinate the developmental activities across the university around the use of cards issued to students and staff which may be used for identity, financial and access control functions. The activities of the group are under the auspices of the Information Systems Implementation Steering Group (ISISG). The co-ordination group has made proposals for a phased introduction of a combined identity, access control and pre-payment card for all staff and students at the university, with the first services becoming available in September 2009.

A programme is underway to migrate the Business Objects reporting tool, used for devising and generating reports from many of the core administrative corporate systems, to the latest, and much changed, version. This involves reviewing and modifying the large number of Business Objects report templates used in many areas of the university.



Once again, the department donated library fines collected during the Students’ Union Rag Week to the nominated charities of the Rag. This year £2,312.96 was raised.

Development work was completed to enable the university to migrate from the Athens authentication system, used to access many of the online resources such as e-journals and e-books to which the university subscribes, to a new system using Shibboleth software operating under the auspices of the UK Access Management Federation. Owing to a dispute between the national funding agency and the providers of the Athens service, the promised smooth transition infrastructure at national level never materialised. Information Services has undertaken a number of steps to try and avoid prolonged loss of access to the most important services after 1 August 2008 and to reduce confusion resulting from changes on how to logon to the services.


Support for learning, teaching 16. Marketing and Communicationsresearch and administration

16 Marketing and Communications

16.1 5 year plan

The 5 year strategy for Marketing and Communications was produced in response to the publication of the university’s corporate plan for 2007-12. Marketing and Communication’s activity is delivered to ensure that we achieve the aims set out in this plan.

16.2 Distinguishing features

The 5 year plan highlighted distinguishing features or positives of our work, and the way in which we undertake this work. We endeavour to ensure that these continue to be recognisable in our activities. The features are:

Increasingly ‘professional’ in terms of the quality of work that we undertake e.g undergraduate prospectus 2008, Channel, eChannel, central website, inaugural lectures, annual report, graduation ceremonies, BGA magazine Increasingly ‘professional’ in the way in which we works e.g financial management setting up rostas of companies to undertake specialist work e.g printing, thus being able to ensure ‘best value, high levels of quality and meeting established environmental criteria e.g waterless printing, use of vegetable link Increasingly proactive not reactive as a result of marketing plans prepared for each area of work Gaining recognition that people working in marketing and communications are ‘professionals’ and ‘expert’, and that their work is often underpinned by a professional recognised qualification e.g Chartered Institute of Marketing, Chartered Institute of Public Relations, Institute of Fundraising; and specialist knowledge e.g accessibility in relation to web Evidence that where marketing and communications have worked with particular courses there has been an increase in student recruitment Gaining recognition and support of the importance of marketing and communications through a ‘partnership’ approach with faculties, schools and central departments, and Student Union e.g introduction of marketing officers for faculties and schools, establishment of marketing interest group, and rolling programme of workshops Increased positive news coverage locally and nationally Departmental culture that is open, creative, challenging and supportive (of each other and colleagues), positive, energetic and that is based on a great collective desire to work for the good of the organisation Marketing and communications work based on ‘evidence’ not ‘spin’; using external and internal market research e.g usability testing for central and school websites to inform next steps in relation to look and feel, content, navigation; development of undergraduate prospectus 2008; re-launch of Channel; major donor research

16.3 Priorities

The 5 year plan identified a number of priorities which shape our annual operational plans and activities:



16.3.1 Marketing and Communications operating at a strategic level

Creating and sustaining a meaningful brand that distinguishes us from other providers of HE – locates institutional strength that resonates with our target markets, is sustainable and easily communicable and which will help ensure a positive reputation and secure our continued success, and which is communicated consistently and assertively so that it provides a reference point for our work e.g is it ‘on brand’ and that serves as a platform for specific work e.g development and fundraising. Positioning the university in each target market with each subject area, and service area (e.g business, community) having a clear market position that builds on its and the universities strengths Marketing intelligence and research underpinning strategic and marketing planning helping us to develop a greater understanding of existing and future markets, ensure that our materials and ‘products’ address market needs and that this forms the basis for course development.

16.3.2 Professionalism and excellence

Ensure that everything that we produce inspires institutional confidence and confidence in the institution through a clearly articulated and compelling brand and visual identity Continue to increase levels of professionalism and excellence within the department and be recognised for these both internally and externally; ensure that the department is abreast of best practice within HE and fields of marketing, communications, fundraising and alumni and applying this to its work at the university That M&C serve as ambassadors for change, acting as a positive example of how to work with internal and external customers through excellent customer service and being a ‘good’ colleague or department to work with.

16.3.3 Operational effectiveness

Achieve greater coherence and improve coordination between M&C and faculties and central departments to underpin key work by delivering impactful integrated marketing campaigns:

Student recruitment (undergraduate, postgraduate, international) Research Widening participation Recruiting and retaining the best staff Social and economic engagement Raising money for investment in university activities and

developments

Implementation of an ambitious fundraising plan, alumni engagement plan and supporting processes e.g CRM, fundraising database Integrate more closely with other key departments e.g Registry (specifically international office, schools liaison and enquiries), Student Services and accommodation to contribute to understanding and ensuring the ‘student journey’ and its associated processes are designed to create



maximum impact on the quality of the student experience – enquiry, application, enrolment and induction to becoming an alumnus Developing a greater understanding of how target markets are using new media technologies and how this relates to our marketing activities so that our decision making is evidence based to inform our on-line and off-line strategies Ensure that we have the correct resource (people, money, skills and experience) to do the job, whilst ensuring that we are sensible in requests for resource and mindful of the fact that whatever we ask for will have a possible (negative) impact on resources elsewhere within the university Ensure that we are mindful of sustainable development in all of our operations

16.3.4 Internal communication and organisational culture

Help to ensure that the delivery of the corporate plan is underpinned by a ‘fit for purpose’ institutional culture and delivery of an effective internal communications strategy so that colleagues at the university have an increased sense of involvement with and commitment to the university and its key aims.

16.3.5 Excellent relationships with stakeholders

Securing strong relationships with key stakeholders by helping to understand their perceptions and awareness of the university through a programme of research and supported by appropriate marketing activityBe the university’s experts on customer relationship marketing working with colleagues to understand the principles of CRM, and develop appropriate processes and systems to ensure that we manage these relationships with respect, following good practise so that we can move key customers up the ‘ladder of loyalty’ to the university.

16.4 Progress against aims

Aim 1 Progress 06/071. Course portfolio decisions are

consistent with the values, vision and brand of the university:-

1.1 Courses evaluated against these criteria in a systematic manner1.2 New courses developed and designed to meet the needs of identified market segments, and are subject to evaluation with regard to anticipated student numbers (and labour market demand)1.3 Course titles evaluated from a market perspective1.4 New course ‘launched’ at the optimum time within the marketing cycle1.5 Marketing involvement from beginning of how course is presented e.g course descriptions, open day presentations

Market research undertaken for the Business School on masters level courses for business, marketing plan written to support course development and promotion

Marketing officers in place for 4 out 5 faculties Marketing officers working with academic

colleagues to write and deliver marketing plans Successful campaigns delivered including

amongst others for nursing and teaching Subject brochures and web sites in place for all

undergraduate courses (excluding those in the faculty of arts and architecture) and are in consistent university style

UCAS entry profiles completed for all courses Evaluation reports produced for campaigns

including web stats Enhanced requirement for market research as

part of course approval process

2. Creating and sustaining a meaningful brand that distinguishes

Positioning project approved by SMT Project team established



the university from other providers of HE – locating institutional strength that resonates with our target markets, is sustainable and easily communicable2.1 Positioning in each target market identified2.2 Each academic unit has a clear market position and build on its strengths

Brief agreed and external agencies invited to tender

Aim 21. External recognition of university as having research of international importance:-1.1 Marketing plan produced to promote examples of excellent research that support the university’s positioning1.2 Research collateral developed e.g prospectus, newsletter, web presence on central website1.3 Targeted campaign to raise profile of our research1.4 Effective processes in place to highlight publication dates of key research1.5 More university researchers visible in the media, colleagues supported with media training1.6 Increase in numbers of academics included in the media database.

‘Transforming Research’ publication prepared (available November ’08) produced in conjunction with PVC for Research

Communications plan being prepared to support publication of ‘Transforming Research’. Key to this will be targeted PR and new media including audio and video-casts

2. Higher profile for research within the university i.e. more understanding of what research is actually going on and how this supports the university brand:-

2.1 Regular features in Channel and eChannel

Dedicated research issue of Channel produced Regular feature in eChannel updated bi-weekly

Aim 31. Expanding marketing and communications activity to support economic engagement agenda, both in terms of recognition and recruitment of businesses to work with the university:-1.1 Marketing strategy produced to support economic engagement informed by market research, university positioning and brand architecture

Working more closely with BSO Undertaken market research in Hastings to help

develop a University of Brighton business focussed offering. Marketing strategy to be produced to include key messages, product development and collateral

Undertaken desk research examining feasibility for a larger scales piece of research looking at opportunities for a sector specific health related business offer in Hastings

Research being undertaken for ProfitNet brand development

Business pages of central website restructured and content updated. Changes to be implemented early 08/09. This will tie in with the changes being made to the home page to help aid quicker and easier signposting for key web visitor groups



Post of dedicated business marketing manager being explored with BSO.

2. Expanding marketing and communications activity to support social engagement agenda:-2.1 Marketing strategy produced to support social engagement agenda informed by market research, university positioning and brand architecture to specifically support UCH, partner colleges, widening participation.2.2 More members of the communities that we exist in ‘experiencing’ the university e.g inaugurals, events.

Met with colleagues involved in community work to discuss improving the presence and visibility of these activities on the central website. Work to be completed in 08/09.

Increased activity to promote inaugural lectures. More people are attending and the quality of the events has increased.

3. Develop marketing work to support the work of departments e.g Student Services responsible for increasing student volunteering e.g leaflets, posters

Marketing officer working with Student Services supporting them in the delivery of campaigns and materials

Aim 41. Develop an internal communications plan for the university, working with key departments e.g. personnel to ensure excellent internal communications that contribute to the achievement of a strong employer brand experience for staff:-1.1Produce 6 issues of Channel1.2 Produce 12 issues of eChannel1.3 Explore ways of encouraging two way communication e.g cascade briefings, Q&As, blogging1.4 Undertake surveys on staff satisfaction with internal communications as overall staff satisfaction survey1.5 Develop internal communication aspects of StaffCentral aiming for best practice, and working with IS

6 issues of Channel produced with thematic emphasis. Themes covered in 06/07 include research, staff and student success, community activity, business activity, teaching and learning and sport. These themes have been selected to support the aims of the corporate plan

Channel won Chartered Institute of Public Relations award for best internal communications magazine

Bi-weekly eChannel published Initial discussions with IS regarding StaffCentral

2. Help build a positive culture within the university that helps support the brand:-2.1 Positioning and branding work to look at issues relating to organisational culture to ensure that it is ‘fit’ for purpose to help deliver the corporate plan2.2 Develop and deliver customer care training on behalf of the university

Customer care workshops run at the university’s admin conference

Proposal being produced in conjunction with staff development for customer care training

3. The university communicates ‘corporately’ with students to demonstrate that the university is working hard on their behalf, spending fees money wisely etc,

No progress in 07/08 Idea of a version of eChannel specifically for our

students to be explored with the Students’ Union in 08/09



listens to the Students’ Union (see Aim 6 point 7)4. M&C produces plans to reflect the universities equalities and diversity statement to ensure that materials that are produced appropriatelySee Aim 1 points 1 and 2, Aim 3 point 2

Equality and diversity guidelines produced in conjunction with staff development team to ensure that appropriate materials are produced

5. Senior managers communicate to all staff a clear vision that sets out the broad direction and priorities for the institution, feeds back on progress against aims and play an effective role as ambassadors:- 5.1 Visible in supporting activities designed to recruit new types of students, and or open up new markets5.2 Visible in both print and broadcast media5.3 Develop appropriate skills and knowledge to enable them to be effective ambassadors and spokespeople e.g. media training5.4 Staff members of the SMT are known, approachable and visible (staff feedback supports this proposition)5.5 Profiled in publications and web pages aimed at staff and students5.6 Welcome new staff and are involved in induction

Senior managers ‘authoring’ appropriate sections in the annual report

Senior managers writing introductions to each themed issue of Channel

Aim 51.The ‘campus’ environment presents an image that is consistent with the institution’s brand identity e.g modernity or history, displaying student work, tone of language used in signage, materials used should be planned to be consistent with the identity and project appropriate values:-1.1 M&C involved in all major campus developments1.2 Signage and key areas ‘on brand’

M&C working with colleagues in estates and facilities to ensure that all new, and replacement works take into account consistency in visual tone to reflect the university brand

2. M&C takes account of sustainability in all of the operations that it undertakes on behalf of the university:-

Printing Paper selection Events e.g food, wine and

flower selections at events Merchandise ‘Polybagging’ (wrapping of

materials e.g prospectuses that are sent out

All publications produced by M&C meeting with environmental credentials

Tender for university print services specify environmental credentials, and successful printers appointed (partly) on the basis of their environmental credentials

Food and drink at university events locally sourced wherever possible

Commissioned merchandise specified with environmental criteria

3. M&C produce and deliver a Communications plan produced and presented to



communications plan to support the university’s sustainable development strategy

the university’s sustainability group and is now in the process of being implemented

4. M&C develops its own sustainability pledge e.g double side printing, turning off computers, travelling to work

Tray purchased for printer to be able to take paper already used once in the office

5. Market research plan to be produced by market research manager based in M&C to include running qualitative and quantitative research to help inform developments in the university’s estate

No progress

6. Ensure that assets in the university’s estate are ‘optimised’ in university messaging and images

Photographs of all major facilities taken and being used in marketing materials

Videos made of campuses and available on-line Bill boards being produced for university sites

undergoing capital works, these explain the development that is going on and the investment that the university is making

7. Through an effective ‘corporate affairs’ strand in the university’s marketing strategy ensure that the local communities and associated decision makers are aware of the university’s activities and positive contributions to the local community, economy and intellectual and cultural wealth

Annual report produced and sent to key stakeholders

Advertising campaign running at Brighton station (to be expanded to Eastbourne and Hastings in 08/09) to highlight the university’s size, breadth and activities

Reviewing invite lists for graduation, inaugural lectures and key university events

Aim 61. Creating and sustaining a meaningful brand that distinguishes the university from other providers of HE, which is based on market information and the needs of partners, other stakeholders and the institution’s vision and values, locates institutional strength that resonates with our target markets, is sustainable and easily communicable:-1.1 Positioning work undertaken and recommendations approved1.2 Positioning in each target market identified1.3 Each academic unit has a clear market position and build on its strengths1.4 Brand strategy developed with associated brand structure – monolithic, branded, endorsed branded etc. informed by market research is implemented1.5 Brand values manifested in ways other than tangible visual forms e.g customer service, tone of voice, portfolio management1.6 Brand clearly communicated to

Positioning project approved by SMT Project team established Brief agreed and external agencies invited to

tender Contract to be awarded October ‘08



university community and partners (all materials ‘on brand’)1.7 Brand reviewed regularly to ensure that it continues to be relevant2. Marketing strategy written and approved to include target markets (e.g international, widening participation, marketing objectives e.g share, growth in recruitment, reputation, awareness, perception etc.), key messages ( to be delivered to all audiences including, prospective students, students, alumni, fundraising prospects, business etc) basis on which the institution will compete e.g. relevance of courses, fees, brand value, graduate employment) range of services to be offered, is growth based on existing courses or developing new ones:-2.1 Marketing strategy written and

approved2.2 Marketing plans for subject areas

and marketing specialism’s e.g web, PR, publications

2.3 Operational plans, campaign specific promotional plan prepared for each target market and reviewed regularly

University marketing strategy to be produced following completion of the positioning project

Plans in place for PR, web, print, u/g recruitment and school plans

Activity evaluated and fed back into plans

3.Integrate more closely with other key departments e.g Registry (specifically international office, schools liaison and enquiries), Student Services, Business Services, Accommodation so that our target market’s experience of the university is seamless and relevant to their needs

More work required on this Informal relationships improving, work required to

formalise some aspects of these relationships to avoid duplication, confusion and gaps in activity.

4.Employer brand Internal communications and cultural change:-4.1 Employer brand being promoted,

exit interviews, evaluation of reasons for declining job offers evaluated to ensure that we are ‘on brand’

4.2 Effective staff recruitment advertising ‘on brand’ and supported be appropriate advertising agency

(See also Aim 4 point 6)

Revised staff recruitment adverts being developed to be presented to personnel for approval. These now more accurately reflect the university brand.

5. Effective communication at a corporate level between the university and our students:-5.2 Explore best way to communicate with students e.g newsletter, annual report, editorial coverage in the student newspaperImplement communications plan

eChannel version for students to be discussed with the Students’ Union

AAYR 2007/08 - 100 - 17th Edition


6. Regularly review the structure and capacity of the marketing department to ensure that is in line with marketing objectives, and university corporate plan and associated strategies; ensuring effective deployment

Plans in development to combine web and publications as one team

Events and PR teams merged Marketing officers in place for 4 out of 5 faculties Proposal for business marketing manager being

progressed with BSO Proposal for international/ postgraduate marketing

officer being developed with colleagues in Registry

7. Mechanisms are in place to facilitate the sharing of good practice, consider feedback and plan joint activities between academic or other central departments and marketing:-7.1 Marketing interest group meets each term7.2 Marketing officers in place for each faculty7.3 Marketing workshops deliveredMarketing ‘best practice’ pages added to M&C’s presence on StaffCentral

Workshops run on publications, web, PR, events, development, alumni and marketing

Marketing interest group met Marketing officers in place for 4 out of 5 faculties

8. Marketing research and intelligence is a planned, coordinated and appropriately resourced activity designed to inform both strategy development and tactical operations, ensuring that students’ views are factored in all major developments:- 8.1 Research plan in place linked to

strategic and marketing planning process; and supporting major strategic areas which interface with students e.g students services, accommodation estates strategy.

8.2 Budget allocated, capability and capacity built

8.3 Research findings disseminated across institution and informing major areas of work

No progress

9. Deliver an enhanced fundraising and alumni function within the university to deliver:9.1 Development strategy9.2 Case for support (capital, scholarships and endowed chairs)9.3 Prospect research9.4 Messaging for prospects that is ‘on brand’9.5 Stewardship activity9.6 Benchmarks against ROSS group survey

New Director of Development and Alumni appointed to head up enhanced fundraising and alumni function

10. Establish a database to track relationships with all key contacts10.1 CRM system implemented including all contact information – i.e. 360 degree picture of communications and touch pointsCRM system compatible with fundraising database

Waiting for CRM project managed by BSO

AAYR 2007/08 - 101 - 17th Edition


10.2 Control of all customer communications and touch points i.e. what, how, when and why messages are received10.3 Clearly defined ownership of contacts with open sharing with colleagues where appropriate11. Moving students up the ladder of loyalty to ensure that they become active alumni:-11.1 Encourage giving before students leaveClosely link Student Union and BGA11.2 Set up Alumni web portal (Grad Central) and develop BGA website11.3 Set up volunteer advisory boards and giving clubs11.4 Implement alumni engagement strategy to include: finding all teachers, research and attract pre1992 alumni; mail out to unregistered graduates; mail out to address unknown graduates; targeted reunions (by course, interest); implementing eBGA magazine /newsletter

Campaign to find ‘lost’ teacher alumni launched in anticipation of the 100th anniversary of the school of education

eBGA launched June ‘08 Alumni survey undertaken to ascertain levels of

satisfaction and areas for future development – 10% response rate

2 issues of BGA magazine produced to coincide with graduation, BGA website updated February and August to reflect BGA magazine

Registered alumni increased from 14,000 to 18,000

12. Excellent budgetary planning and management – ensuring all spending is efficient and effective: -12.1 End of year actual for department within +/- 5% of budget12.2 Best value achieved in all procurement

Awaiting end of year outturn All plans costed

13. Continue to increase levels of professionalism and excellence within the department and be recognised for these both internally and externally;-ensure that the department is abreast of best practice within HE and fields of marketing, communications, fundraising and alumni and applying this to its work at the university13.1 All staff to pursue relevant professional training and membership of appropriate professional body13.2 Presentation of marketing work undertaken at university at relevant conferences e.g CASE, CIPRSDRs in place for all staff13.3 Members of department to work shadow relevant areas of the university e.g registry, faculty offices, accommodation13.4 Benchmarking against sector e.g CASE surveys and the Ross group

Half of the marketing officers in the department pursuing Chartered Institute of Marketing’s professional qualifications

Members of the department presented at, and led on workshops at the CASE conference

Head of Marketing and Communications asked to sit on CASE planning committee

Development manager pursuing Institute of Fundraisers professional qualification

14. Through an effective ‘corporate affairs’ strand in the university’s marketing strategy ensure that the strategic partners e.g partner colleges, NHS, TDA are aware of the

Teaching recruitment campaign presented to TDA who recognised it as good practice, as a result school of education given additional funding

AAYR 2007/08 - 102 - 17th Edition


university’s activities and have a positive perception of the university

AAYR 2007/08 - 103 - 17th Edition

Support for learning, teaching 17. Residential and Catering Servicesresearch and administration

17 Residential and Catering Services

17.1 Residential Services

17.1.1 Varley Halls Redevelopment Project

The project group to identify development options for the Varley halls site and to make recommendations as to the preferred option met for the first time in April 2008.

The Corporate Plan includes a priority for the University to secure additional bed spaces in Brighton and it has been established that at least 500 additional bed spaces are required. Options for possible sites, such as the land behind the Watts Building and the development of Mithras House have been considered but present various practical and cost issues. Development of these sites is likely only to be possible in the longer term. Acquisition of new sites is constrained by the availability of land in Brighton and the difficulty of achieving viability where there is a site cost.

The redevelopment will increase the number of bed spaces on the Varley Halls campus to assist towards the identified requirement for an additional 500-1000 bed spaces in Brighton, and it will replace 3 of the blocks of accommodation, (Balcombe, Chailey and Ditchling) which are no longer fit for purpose and beyond their useful life. The scheme will also enhance the provision of recreational and social facilities at Varley Halls to improve the quality of the student experience.

It is anticipated that the redeveloped accommodation would be available to students from September 2011.

17.1.2 Hastings accommodation

The increasing number of non-local students attending University Centre Hastings has focused our search for quality and affordable housing in the area.

During 2007/2008, negotiations to provide a hall of residence environment for the students in Hastings have been ongoing between the University and a local developer and have now reached a successful conclusion. From September 2008, students studying at our Hastings campus will live in the first halls of residence in the town. The scheme, Robert Tressell Hall, is located in Warrior Square and provides 62 bedspaces with communal social facilities. The hall will be managed on a day to day basis on behalf of the University and the department will maintain a staffing presence at the hall to support the students in their first year at the University.

The number of bed spaces that have been registered on the accommodation house hunting database, brightonstudentpad.co.uk, for the Hastings area has also seen an increase this year as staff have further engaged with the local council and landlord/owners in the area.

AAYR 2007/08 - 104 - 17th Edition


17.1.3 Phoenix Halls of residence

To improve facilities and services to our students at the Phoenix halls of residence, redevelopment work to the communal space and reception area located in C block of the halls started in June 2008. Feedback from our students indicates that they want larger social spaces and that kitchens in flats are not always adequate.

The current communal area is a good size for social space but is rarely used by students. To encourage the students to make better use of this space, new seating and a TV area is being created.

The reception area is being reconfigured and refurbished to provide a more open and accessible area for students and visitors to the halls during both term and summer time.

The refurbishment also provides improved office space for the residences team based at the halls, and improves site security by creating a better view of the halls and Southover Street where there have been issues related to noise and other disturbances. The building works are on schedule for completion in September 2008.

17.1.4 Code of Standards for Owners

In January 2008, the University with Sussex University and the respective student unions produced a joint code of standards for owners who provide self contained accommodation for students. The purpose of the Code is to encourage owners, who want to register their accommodation with the Universities, to provide better quality and better managed homes for our students. It reflects a balance of common sense obligations and responsibilities between landlords and tenants encompassing factors such as, equality of opportunity, repairs and maintenance, health and safety and security. Compliance with the Code ensures that;

both owners and tenants enjoy the benefit of good standards, management and best practice

misunderstandings and disputes are reduced problems that occur are promptly resolved

To date, 35% of owners (who have 43% of the total bedspaces) registered on the University’s accommodation database have signed up to the Code.

17.2 Catering Services

17.2.1 Catered Halls

Over the past year the catered halls scheme has delivered a breakfast and evening meals service to 600 students resident in Moulsecoomb Place, Varley Halls and Welkin Halls. Menus took account the students nutritional and dietary needs whilst also providing variety and interest. Feedback has been generally very positive and due to the success of the scheme an enhanced service will take in 256 additional students on the Falmer campus from the start of the 2008/09 academic year.

17.2.2 Food for the Brain

AAYR 2007/08 - 105 - 17th Edition


During 2007/08 Catering Services commenced work to gain accreditation to Food for the Brain.

Food for the Brain is a non-profit educational charity which promotes awareness of the link between learning, behaviour, mental health and nutrition. The charity aims to develop independently evaluated, effective and adoptable 'models' of how society can act to promote mental health through nutrition.

In association with The Russell Partnership Food for the Brain offer an accredited audit and training programme to bring food and beverage provision up to accreditation standard, and demonstrate the University’s commitment to provide nutritionally balanced food for both the body and mind. This is particularly important where Catering Services plan and provide the majority of a student’s food intake within the Catered Halls package. The accreditation is also widely recognised within primary and secondary education and has been a key factor in improving meals provision in schools.

All catering services kitchens and service outlets have been audited and scores allocated based upon criteria set out by Food for the Brain. All areas scored well but fell short of the accreditation mark. During the early part of the 2008/09 academic year key members of staff will attend nutrition workshops and will act on advice and guidance from nutritionists from the Russell Partnership before re-auditing takes place in the latter part of 2008. The service is committed to joining just three other Universities (Loughborough, Leeds and Edinburgh) who have successfully improved the nutritional content of food and beverage provision through the Food for the Brain accreditation.

17.2.3 Facilities

The service continues to commit resources to upgrading facilities for students and staff. New designs have been agreed for the total refurbishment of the Cockcroft Mezz Restaurant and Café Bar and also the Westlain Restaurant Service area at Falmer. Contractors have since been appointed and both areas are planned to open to customers on Monday 22nd September 2008.

In September 2007 new catering facilities opened on the Grand Parade site. The combination of a modern and stylish café service with a traditional hot service restaurant has proved to be very popular with students and staff and the service looks forward to an increasing level of cash business through the next academic year.

17.2.4 Sustainable catering The service has been working with advice provided by the South East Regional Food Group to establish achievable goals in increasing local supply. As part of this work the service is undertaking an exercise to establish the provenance of all fresh food supplies and will report upon the findings when completed. This work should provide the basis for setting targets and increasing the amount of food sourced locally. It is also anticipated that future tendering arrangements for food and beverage supply contracts with the SUPC will include, where possible, the addition of tenders from locally based fresh food suppliers and distributors.

AAYR 2007/08 - 106 - 17th Edition


Catering Services are also now represented on the SUPC Sustainability Steering Panel which comprises like minded individuals from Catering Departments in the region. The group shares sustainable development ideas and works together in developing and achieving common goals. Recent work has included the investigation into ways of reducing food packaging and disposable service equipment such as plastic cutlery and paper cups. A number of resulting initiatives have been tested including a “use your own cup scheme at UoB”.

17.3 Community Liaison Officer

17.3.1 Community relations and partnership working with external agencies

The department has continued and developed its community engagement role, this role has been greatly enhanced with the employment within the department of a community liaison officer (February 08.) Community engagement work by the department has remained focused within the local areas of Brighton already identified as being heavily populated by students, Bevendean, Moulsecoomb and Hanover and with a newly emerged focus on the Elm Grove area. Within these areas the department, through the work of the Community Liaison officer, has formed good contacts and has developed positive working relationships with both local communities and partnership agencies.

Within local communities the department is now represented at a number of regular strategic meetings, (Local Action Teams and Joint Action Groups.) Attendance at these meeting allows the department to be informed of potential issues, and engage fully with local communities. Good working relationships with local councillors have also proven to be beneficial. The close working relationships that have been developed allow positive early intervention in emerging issues that might otherwise negatively affect our local reputation and standing.

The department has expanded its working relationship with a number of external agencies. A strategy of positive and outgoing engagement with Sussex police has enabled joint working to have been undertaken at a number of different levels. In particular it has developed its relationships with neighbourhood policing teams, especially those that operate in areas where university buildings are sited or which have high student population. This has greatly improved the department’s ability to deal satisfactory with issues of crime, disorder and student safety. A department representative has also been invited to a number of internal police meetings, particularly those that focus on crime prevention and student safety.

The department has forged positive links with Environmental Health teams and Community Safety Teams in Brighton, Eastbourne and Hastings. These links have also proven to be positive and have allowed us both greater access to external resources and improved our ability to deal with both external and internal issues.

The department has continued to work closely with Brighton and Hove City Council, in particular the private sector housing department. This continued contact has enabled issues associated with student housing to remain a priority. A newly convened council-university working group will enabled the

AAYR 2007/08 - 107 - 17th Edition


department to have valuable input and contribute positively to any future legislation (local at this stage) that may be enacted and which may affect private sector housing policy and the future housing strategy for Brighton and Hove. Engagement also takes place through participation in a number of different forums and meeting with the borough councils of Eastbourne and Hastings.

The enhanced working relationships with external agencies that have been developed across the three campus sites have greatly improved the departments and University’s reputation within the locations which it operates. An example of this new level of engagement producing positive results has been our ability to develop new accommodation. In particular a shortfall of accommodation in Hastings has been addressed with the acquisition of new halls of residence.

AAYR 2007/08 - 108 - 17th Edition

Support for learning, teaching 18. Estate and Facilities Managementresearch and administration

18 Estate and Facilities Management

18.1 Introduction

A high level of activity on major development projects continued during the session with the aim of making continued improvements to the learning, teaching and research environment. Over £50 million worth of construction work was in progress. In addition, further progress was made on a programme of improvements to entrances and communal areas of existing university buildings.

Negotiations continued on development opportunities adjacent to some of the university’s sites, including the proposed redevelopment of the former wholesale market site in Circus Street. The university has also maintained an interest in proposals for the redevelopment of the Preston Barracks site, adjacent to its Moulsecoomb site.

Following the grant of planning permission for a community stadium, at Falmer, negotiations resumed with the City Council and Brighton & Hove Albion Football Club on the conditions for release of University land for the stadium, on proposals for post-permission changes to the design of the stadium, and on the management arrangements for its operation.

A review of the university’s Estate Strategy was also progressed to ensure that it responds to the aims and objectives of the Corporate Plan for 2007-12.

Further attention was focused on developing green and renewable sources of energy, including Combined Heat and Power units and sustainable fuel sources such as biomass.

A new waste recycling scheme was introduced at the beginning of the academic year.

Further progress was made on the phased implementation of the security strategy, which is planned to continue in the next session.

Significant progress was made on arrangements for roll-out across the University of the Facility CMIS timetabling and resource allocation software, and an integrated estates data management system.

18.2 At Eastbourne

The Welkin Residential Advisor (Residential & Catering Services) based in a flat in the Aldro building, was to be relocated to the Welkin Bungalow so that he would be closer to the Eastbourne residences and better able to assist in managing issues arising from use of them. This required planning approval for Change of Use of the property from Eastbourne Borough Council. The Bungalow is currently undergoing some minor adaptations and general maintenance before occupation which is planned for the start of the new session.

AAYR 2007/08 - 109 - 17th Edition


As a result, Aldro flat will be vacated and it has been agreed that subject to gaining permission for Change of Use, the space will be allocated to the Clinical Research Centre for expansion of its research activities.

The temporary planning permission for the portacabins located on the car park at Greynore 1, Darley Road, expired. After considering the options either for re-use within the university or for disposal, it was agreed to seek a renewal of temporary planning permission for a further three years (until March 2010) which was duly granted. The rooms within the portacabin are now used for undergraduate and postgraduate teaching.

18.3 On the Falmer Campus

18.3.1 Phase 4/5

Following a formal tender process, the contractor originally appointed for Phase 4/5 of the campus regeneration discovered an error in the tender they had submitted for the main contract for this building and subsequently resubmitted a significantly higher offer which the University could not accept. Following a small delay, an alternative arrangement was negotiated with a different contractor and construction of the new building commenced on site in January 2008. Work progressed towards the anticipated completion date of August 2009.

Completion of the building will see the transfer of the Faculty of Education and Sport, the School of Education and the School of Languages, Literature and Communication from the limited life CLASP Buildings.

Phase 4/5 will also provide a suite of pooled accommodation on the 4th and 5th

floors and a prime central location adjacent to the campus pedestrian thoroughfare for Student Services, Registry, Finance and the site medical provision. It will augment the campus catering facilities, provide a replacement for the Asa Briggs Hall and also an additional small lecture theatre accommodating approximately 150 students.

Some modest adjustment to accommodation allocations in Mayfield House will take place upon completion of Phase 4/5.

18.3.2 Sports facilities

In accordance with the Falmer Campus master plan, preparations are being made for replacement/additional sports facilities. £9 million has been identified for the project.

A feasibility study for a new sports hall is nearing completion. When the planning and tender process has been completed, work is programmed to commence early in 2009 with completion anticipated approximately 14 months later. The new building will provide a multi sport/activities hall with changing and disabled facilities. Also included in the building will be a reception area with vending and seating, a fitness suite, meetings room and offices for staff from Sport and Recreation Services and associated units currently located in Dallington House.

Eight tennis/netball courts are to be constructed adjacent to the synthetic football pitch completed in September 2007, close to the Paddock Field

AAYR 2007/08 - 110 - 17th Edition


residences. These new courts will replace the ones located near Turnpike Piece which are to be displaced by the Community Stadium.

18.4 At Grand Parade

18.4.1 Main building

A new extension to the Kingswood Street Wing has provided a restaurant with roof terrace and an enclosed “link” to the exhibition galleries on the Grand Parade frontage. The “link” provides a social and break-out area incorporating a new bar/servery which can also be used in conjunction with events at the Sallis Benney Theatre and faculty activities requiring, for example, exhibition space. The project included the complete refurbishment of the Sallis Benney theatre and new Students’ Union Offices on the mezzanine floor adjacent to their shop.

This second phase sees the completion of a project which commenced with the provision of a state-of-the-art Research Centre, a Centre for Teaching and Learning in Design, the new Students’ Union shop and a spacious open access computer suite.

The latest facilities now provide an attractive and adaptable venue for both academic use as a lecture theatre and for commercial purposes.

18.4.2 Circus Street

A conditional development agreement was entered into with the City Council and the Cathedral Group (the preferred developer) for a joint redevelopment proposal for the former wholesale market site on Circus Street. The redevelopment proposal includes a new purpose-built facility to accommodate a university library, offices, seminar and lecture theatre accommodation which, together with a reallocation of some space within the Grand Parade Main Building, would allow disposal of the University’s Circus Street and Pavilion Parade annexes. Viability assessments of the development proposals commenced.

18.5 At the Moulsecoomb site

18.5.1 New building

Planning permission was obtained for a major new building, to be known as the Bio-Science Building, to be constructed to the north-west of the Cockcroft Building, near to the railway station.

In response to budgetary issues it was agreed that the development would be constructed as a single phase. This required the early decanting and demolition of the Project Block, Pharmacology Annexe and Radiation Block. Occupants were moved to alternative locations prior to handover of the site to the contractor in April 2008. The programme for the whole development spans 21 months with completion anticipated in January 2010.

18.5.2 Refurbishment of the Cockcroft Building

AAYR 2007/08 - 111 - 17th Edition


A Cockcroft Refurbishment Project Group was established in September 2007, Chaired by the Dean of the Faculty of Science and Engineering, to consider in detail how the space in the building will be reallocated when the School of Pharmacy and Biomolecular Sciences have moved most of their activity into the new building and Cockcroft is progressively refurbished. The refurbishment is planned to commence on completion of the new building.

Broad proposals have been agreed in principle that will see the upper floors of the Tower Block being used primarily for academic purposes and social and learning areas accommodated below. The lower floors of the Tower Block, mezzanine and ground floors will ultimately become the focus for student support facilities and activities. It is also proposed that this will include the transfer of Student Services from Moulsecoomb Place Manor House and Tithe Barn (excluding One World Nursery) into this area.

18.6 Office accommodation

Incremental pressure on Central Administration accommodation at Moulsecoomb was intensified by the acquisition/development of several new operational units supporting local and national initiatives.

The Department of Estate & Facilities Management was commissioned to find additional short-term leased office space to ease some of the apparent pressures. After consideration of a number of options, it was recommended that part of the first floor of the Exion 27 Building at Hollingbury was the most suitable. How this space could be utilised to best effect was the subject of a full options appraisal, following which Estate & Facilities Management was moved out of Mithras House and into the building in early June 2008.

The success achieved by Schools at Falmer, in terms of achieving growth in student numbers, necessitated increases in staff and this in turn lead to critical pressure on office accommodation across the campus. In recognition of this it was decided to take a lease on the remainder of the office accommodation available at Exion 27. The lease was completed and planning commenced on the most appropriate use of this additional space with a view to easing pressure at both Moulsecoomb and Falmer.

18.7 Major maintenance

The Major Maintenance Programme for 2007/08 consisted of projects with a total value of £1.62 million for academic buildings and £685,000 for residential accommodation.

The programme for academic buildings comprised a wide range of projects across all sites and by the end of July 2008, commitments against the programme were around £1.01m with further works planned through the summer vacation. Of particular note was the project at Grand Parade Main Building involving the replacement of windows, together with concrete repairs and redecoration to the whole of the front elevation. A long delay was experienced in obtaining the necessary planning approvals but when these were granted and following the receipt of competitive tenders, a contract was placed and work started at

AAYR 2007/08 - 112 - 17th Edition


the beginning of the summer vacation, 2008. The work is programmed for completion before the end of the vacation period.

18.8 Minor Capital and Departmental Works

Funding for Minor Capital Works in 2007/08 was £280,000. In addition, a sum of £780,000 was allocated for improvements to building entrances and communal areas.

Significant projects from these programmes are as follows:

The entrance to the Cockcroft building is being extensively remodeled and refurbished. The scheme involves the enclosure, with large areas of architectural glazing, of the existing structural frame that currently extends beyond the entrance doors. The enlarged space will be used to form a reception area and will provide a more imposing entrance to the building. Following consultation on the design of the scheme, planning approvals were obtained and tenders invited for the work. Work began at the end of July 2008 and is programmed to progress throughout the summer vacation with completion in the autumn.

Designs were prepared for the upgrading of the Mithras House reception and work commenced in July 2008, programmed for completion by the end of the summer vacation.

A landscape designer was commissioned to produce a design for a small garden area between Mithras House and Mithras Annexe. The space earmarked was formerly used by the then School of the Environment for a long term research project. The design for the new amenity space includes raised planting beds against the existing boundary wall and paved areas with seating. Work commenced early in summer 2008 on a phased basis, to be completed by the end of the vacation period.

A number of improvement projects were undertaken during the year including internal upgrades of areas at 10/11 Pavilion Parade, limited cosmetic improvements to the older buildings at Falmer and the first floor of Mithras House. New railings were installed along the Natal Road end of the Mithras House car park.

18.9 Energy, Water and the Environment

In April 2008 Tony Hammond was appointed to the role of the University’s Energy Manager following the departure of David Anderson who had held the post since 1997.

During the session, energy prices continued to rise. However, the university continued to obtain competitive prices for its gas by purchasing through the Southern Universities Affinity Group. This group comprising of four universities, combine their purchasing power in order to achieve the most favourable prices under a flexible purchasing arrangement.

The recent publication of the People and Planet Green League ranked the University of Brighton in 35th place, up from 50th in 2007. The university performed exceptionally in areas relating to energy, water consumption and recycling.

AAYR 2007/08 - 113 - 17th Edition


By October 2008, all public buildings over 1000 square metres are required to have a Display Energy Certificate (DEC). The DEC’s follow a similar format to the energy ratings found on domestic white goods and each building is rated from A-G depending on its energy performance. The energy certificates and a supporting advisory report are prepared by approved energy assessors. At this University the Waste and Energy Research Group (WERG) have suitably trained staff and so this work was procured internally.

A number of energy and water saving schemes were identified for the next session. The solar thermal installation at the Hillbrow building, which currently heats the swimming pool, will be extended to take greater advantage of the energy being generated. The installation will also be used to heat water for use in the changing room showers and supply hot water to the Sprinters Restaurant.

A phased programme of installing additional sub-metering was also prepared, to commence in the following session, to enable closer monitoring of energy consumption throughout the estate.

The introduction of Combined Heat and Power (CHP) units was planned for forthcoming major projects at Falmer (Phase 4/5) and the Cockcroft North-West Corner. CHP units provide electrical energy at source and can utilize the by-product of heat obtained when cooling an engine used to generate the electricity. The units are considered carbon friendly thus helping to minimise emissions from buildings.

Other “green” and sustainable energy initiatives that have been incorporated in plans for new developments include;

Falmer Phase IV/V - i) green roofsii) use of reclaimed/recycled and sustainable

materials from demolition

Cockcroft NW Corner - i) green roofsii) use of sustainable materialsiii) recognition and enhancement of the adjacent Site of Nature Conservation Importance (SNCI)

The Cockcroft NW Corner project is also being used to consider how other “green” initiatives such as the use of biomass and solar panels may be applied on a campus-wide basis.

18.10 Space Management

Although one of the better performers in the HE sector in terms of space per full-time equivalent student, utilisation surveys of the university’s estate have repeatedly identified opportunities to improve the way its physical assets are used.

Using guidance provided by the funding councils’ Space Management Group (UKSMG), the university’s own Space Management Working Group, supported a number of initiatives subsequently endorsed by the Estates Committee, to obtain more comprehensive data on the current distribution and utilisation of space to underpin the allocation of accommodation in direct

AAYR 2007/08 - 114 - 17th Edition


relationship to need and to use efficiency gains arising from these improvements to support growth and new ventures.

18.10.1 Space Need Indicator Framework

The university commenced trials of the “Space Need Indicator Framework”, produced by UKSMG for the purposes of giving institutions a better insight into how much and what type of space they need. If the system is deemed to be successful it will enable the university to use the model to assess space requirements in greater detail than before with guidance assessed not only on the total amount of space required, but also providing an analysis by the type of accommodation required (e.g. general teaching, computer facilities, laboratories, studios, offices etc).

18.10.2 Facility CMIS (Timetabling and Resource Allocation System)

The Facility CMIS (TARAS) system is regarded as a valuable tool in encouraging the development and provision of timetables that take account of all resource availability and constraints, and make most effective use of the resources, including general and specialist teaching accommodation.

There is also increasing acceptance among the academic community of the value of Facility CMIS as a tool to assist in dealing with the complications of modern timetabling. Appreciation of its value in the allocation of resources has recently been enhanced by the introduction by the Finance Department of the new Resource Allocation Model. To support and oversee the roll-out of the system across all schools, Estate and Facilities Management successfully recruited a CMIS Programme Development Manager, Catherine Jones, who will provide analysis and advice on processes, leadership for independent projects and the development of long-term user support and training requirements, while investigating the wider use of the system to respond to statistical analysis in support of initiatives such as TRAC and RAM.

18.11 Integrated Estates Data Management System (IDMS)

The department’s accommodation database holds comprehensive data on all non-residential university accommodation and is the tool on which all strategic accommodation planning relies. However, the system relied heavily on the ability to manually manipulate the data for analysis and was “at risk”.

The purchase of the Planon IDMS system has permitted the transfer of all space data onto a robust system. The system will also integrate data previously held on a number of different information sources, for example building condition, asset register, asbestos register and building plans. Registered users will then be able to obtain data analysis for TRAC, RAM and SNIF (facilitating comparison between SNIF accommodation assessments and existing space allocation) and for HEFCE’s Estate Management Statistics.

18.12 Facilities Management

A new recycling scheme was introduced at the beginning of the session which enabled the University to divert more than 60 tonnes of waste from landfill.

AAYR 2007/08 - 115 - 17th Edition


The level of contamination, (where non-recyclable waste is mixed with recyclable waste), is only 1%, which compares favourably with a UK industry average of around 16%.

The university continues to recycle all redundant IT and other electrical equipment. During the session, more than 600 computers had been recycled.

Over £100,000 was spent updating the university’s fleet of vehicles, which included the purchase of a hybrid fuelled car and two new minibuses.

A new access control system was installed in the main building at Grand Parade. If it proves successful, consideration will be given to extending the system into other University buildings.

In order to improve security and to further enable use of facilities at weekends at the Brighton sites, six new part-time members of staff were appointed.

The telephone system’s operating software was successfully upgraded to the latest version at a cost of £33,000, funded by the Telephone Development Fund. The upgrade was necessary to allow for future expansion of the telephone system.

18.13 Student Feedback

The Students’ Union continued to be routinely involved as a key stakeholder group in consultations over major new building projects and major refurbishment schemes. Design proposals were developed from the earliest stage through consultation with stakeholder groups and were enhanced as a result of the feedback from the student body arising from their use of facilities.

Continued representation of Estate and Facilities Management on the Student Services Committee and the Student Retention Review Group provided the opportunity for comments to be fed back into the work of the department. Similarly the Students’ Union continued to be represented at Estates Committee, Campus Security Sub-Committee, Sustainable Development Policy Management Group, the Facilities Management Focus Group and other relevant forums of communication. The department also received student feedback from other sources. For example, it was represented at meetings of the Disability Forum and the Environmental Action Network. Student feedback was evaluated and formed an important part of the department’s contribution towards supporting the work of the groups.

AAYR 2007/08 - 116 - 17th Edition

Support for learning, teaching 19. Health and Safetyresearch and administration

19 Health and Safety

19.1 Key developments

During 2007-08 the Health and Safety Department:

Implemented a varying safety training and development programme Facilitated a full safety audit by the Health and Safety executive Successful use of e-channel for positive profiling Andrew Knight (University Safety Adviser) received the University

Excellence in Facilitating/Empowering Learning Teaching (CETL) Award 2008.

Supported UoB staff to successfully complete the NEBOSH General Health and Safety Certificate course

Implemented new Premises Emergency Information boxes Had membership of a national review group in relation to BS 8848:2007:

“Specification for the provision of visits, fieldwork, expeditions, and adventurous activities outside the United Kingdom’’

Contributed to several UCEA guidance documents through steering group membership.

Contributed to several University building programmes

19.2 Fire risks, procedures and incidents

The program of follow up audits of the initial Fire Risk Assessments is continuing with all Halls of Residence (both University and privately managed) were inspected by February 2008. These inspections have once again highlighted shortcomings in the area of routine auditing and maintenance, particularly of fire doors. Improvements to periodic maintenance programs (six monthly) were established.

The number of persons who have now benefitted from fire warden training since the course was implemented is almost 600. A new refresher programme was also developed.

East Sussex Fire and Rescue Service ran a simulated chemical spill exercise in conjunction with PABS staff on the 6th floor of the Cockcroft building. The exercise involved 5 fire appliances 30 fire-fighters, some equipped with breathing apparatus and full gas-tight chemical protection suits. It proved a useful exercise for the fire service as it combined the logistical problems of decontamination with a high-rise incident.

In line with our action plan, surveys have now been undertaken with regard to disabled evacuation at all sites. Refuge areas and equipment requirements have been identified.

The Deaf Alerter system was installed in a number of buildings across the University for people who are deaf or have partial hearing, and may be unable to hear the installed audible fire alarms. It alerts these individuals via a vibrating pager in the event of a fire alarm being activated. A text message is sent to the pager stating which building is generating a fire alarm.

AAYR 2007/08 - 117 - 17th Edition


The University of Brighton is currently undertaking a research project along with East Sussex Fire & Rescue Service to evaluate the effectiveness of the Home Fire Safety Visit scheme

During these visits Fire Service personnel will discuss domestic fire safety issues and highlight common fire hazards in the home. A smoke alarm with long life battery can then be installed free of charge, increasing your chance of escape should a fire occur.

Students living in the areas of Moulsecoomb, Bevendean, Whitehawk or Kemp Town are being asked if they would like to receive a visit, and be part of the project. They can also have a visit and opt not to take part in the project.

Table 1 FIRE STATISTICS JANUARY T0 DECEMBER 2007

Residences All Other Buildings2007 2006 2007 2006

Total Fires(Kitchen fires)

29(20)

7(8)

7 9

Malicious Alarms(see table )

32 22 2 6

False Alarmsincludes good intent and electrical

102 127 29 29

Alarm Activations

153 157 36 37

Brigade Attendance

82 53 21 26

Table 1 indicates that there is an increase in the number of fires attendances by the fire brigade. The national average number of fires per 1000 bed room is 2.74 compared to our rate of 18. Further investigation is needed to examine the causation of this rise.

There were a further 88 reported fire related incidents (including alarm activations) across the University for the period Jan –May 2008. 22 of these incidents could be classed as actual fire incidents and predominantly related to cooking activities.

One proposal to reduce the number of unwanted activations may be to offer students the opportunity to attend our successful fire warden course as an alternative to the current fine/administration charges. An educative approach

AAYR 2007/08 - 118 - 17th Edition


could have a better impact than a punitive one. It would also embrace the philosophy of educating students who will be living in external accommodation in the following year which is normally regarded as being a high risk environment

19.3 Accidents

The reporting period for this accident analysis report is 1st January 2007 to 31st December 2007.

Accident numbers remain at a similar level to previous years. Injury rates for staff and students remain below the sector average.

The analysis identified the highest injury rate to be amongst Manual staff. Manual staffs are employed mainly by Estate and Facilities Management (EFM) and Residential and Catering and include staff undertaking cleaning, caretaking and catering activities. No trend in causation has been identified amongst this group. A general recommendation to those departments was to ensure a robust new starter induction process was in place together with an ongoing level of vigilance and preventative measures.

Table 2 Significant Incidents 2007

Status Incident OutcomeClosed Mercury Spill in

Cockcroft. Contamination to lift and shaft. Led to lift closure.

Incident responded to within one hour by Health and Safety Department. Area made safe until specialist company able to attend site two days later. A specialist company Veolia Environmental, arranged by PABs undertook decontamination of lift shaft to allow lift to re-open.

Since the incident PABS have made arrangements for emergency call out for similar incidents. A full review of procedures has been undertaken.

Unknown UCH Lift Incident Claim in progress. The claim is being contested. Being dealt with by University Insurers.

Closed Caffeine Overdose Incident Chelsea School

During an undergraduate practical three students were inadvertently administered a caffeine over dose (50% lethal dose). The supervisor was not present during the measuring process where the students were given ten times the required amount. Symptoms were short lived, including nausea, restlessness and tachycardia but did not require any emergency treatment. An investigation by the School has been completed and operating procedures changed so as to prevent this type of incident.

On going Falmer campus The Health and Safety Department

AAYR 2007/08 - 119 - 17th Edition


emergency evacuation

chaired a debrief meeting of the key staff involved in the evacuation of the Falmer Campus (8th May 2008) as a result of the discovery of suspect unexploded bomb. A report will be forwarded to the University Risk Management Steering Group detailing improvements in coping with emergency evacuations.

Graph 1 – Comparison of the University of Brighton accident rate against the sector average.

University of Brighton Accident Rate Comparison to Sector Average (data from 112 Universities) (excludes Sport Accidents)

05

101520253035404550

2002 2003 2004 2005 2006 2007

Year

Rat

e (in

jurie

s pe

r 100

0 at

risk

)

sector staff rateUoB staff rateUoB student ratesector student rate

Graph 1 shows the University of Brighton accident rate to be below the sector average. The sector average accident rate has steadily lowered from approx 44 accidents per 1000 staff in 2002 to 35 accidents per 1000 staff in 2006.

The University of Brighton staff and student accident rate has remained at the same level since 2002 other than the dip in accident rate recorded in 2005 and is as a result of high number of staff combined with a lower number of accidents in this reporting period. This does not represent any statistical significance.

Both the presence and absence of an activity risk assessment and attendance on training courses is needed to be captured and analysed to see if this has a significant bearing on the accident rates for staff groups.

Accidents were assigned an impact/significance that reflected the nature of injury, failure of processes or adverse outcome. Although there are 17 RIDDOR reportable accidents the impact/significance factors are extremely low. Only 4 accidents were rated as being regarded as medium. The number of reports is low and includes a number of reports made as a result of

AAYR 2007/08 - 120 - 17th Edition


students receiving sport related injuries attending hospital for treatment (which did not arise from University negligence or defect).

Accident data provides a useful tool for comparison with the HE sector in general. However, accident data alone is a limited as an effective performance indicator. Additional pro-active performance indicators should be used to measure performance of the Universities health and safety management system (e.g. number of staff trained, number of policies, risk assessments completed, inspections etc).

The data also showed that there was no significant lost time arising from these accidents. Only 3 accidents resulted in an over 3 day absence.

19.4 Training

Throughout 2007/8 the Health and Safety Department offered and delivered a broad range of health and safety training courses. In addition to advertised courses in Staff Development magazine, a number of additional courses were arranged and provided for departments such as Information Services for example, which identified a need for library staff to be trained in safe lifting.

682 persons were trained between 1st Jan 07 and 31st Dec 07. Andrew Knight (University Safety Adviser) received the University Excellence in Facilitating/Empowering Learning Teaching (CETL) Award 2008.

The majority of attendees were Administrative or Technical staff. A low number (26) of Teaching and Research staff attended training during the year. The low attendance ratio of Academic and Research staff has recently been identified by the Health and Safety Executive (HSE) in their December 2007 inspection.

The NEBOSH certificate course was commenced in November 2007 with 17 delegates from a variety of central services department attending. The NEBOSH course represented a significant investment in raising the competency level amongst staff recognised to have a high involvement in health and safety at an operational level. Delegates include Safety co-ordinators, site managers and technical managers.

Course delegates were welcomed onto the course by David House Deputy Vice Chancellor at a presentation hosted jointly with the Health and Safety Department and Kawns Safety Services Ltd, facilitators of the course.

An article was published on the newly launched E-Channel to share the experience of delegates who were provided an exclusive safety tour of Brighton Pier.

The tour included areas of the pier not normally seen by visitors such as wood and metal workshops underneath the main deck and ride attractions and provided an effective networking and learning opportunity.

Staff from the Health and Safety Department met with the Deputy Head of PABS and the Technical Manager to discuss and agree a plan of action to

AAYR 2007/08 - 121 - 17th Edition


develop specific courses which would be aimed at academic and technical staff within the School.

19.5 Health and Safety Executive Inspection

A formal response to the HSE was sent in relation to the HSE Safety inspection report (March 2007). The recommended outcomes are currently being actioned and are highlighted below.

Revision of the University Health and Safety Policy (on-going) Revision of safety training programmes and induction processes. New University Health and Safety Strategy Plan to be adopted by Schools

and Departments Capital investment in the replacement of equipment and refurbished storage

facilities at Grand Parade (on-going). Introduction of an annual safety management reporting system (on-going). Provision of additional funding and support to the Health and Safety

Department. The void area is still under an internal prohibition order and proposals were

submitted to implement safer working systems. A meeting with all Heads has been set for September 2008 to discuss safety

management solutions

19.6 Occupational Health

A face fit testing programme for respiratory protective equipment was completed in April 2008.

19.7 Inspection Programme Summary

Schools and departments were assigned a Risk/Priority of High, Medium or Low by the Health and Safety Department, reflecting the risk and hazardous activities of the school or department (e.g. Pharmacy is assigned High risk due to the laboratory work, chemicals, use of radiation sources and category 3 laboratories etc). Other factors are also considered including visitor activity, vulnerability and current accident data.

Table 3 below shows the progress made in undertaking inspections of schools and departments. (2007-12 inspection cycle)

All High risk schools and departments will need to be inspected by the Health and Safety Department within the next 2 years.

Table 3 Inspection Progress and Risk Rating

Safety Risk Rating

Inspected In progress Awaiting Inspection

Total

HIGH 3 1 10 14MEDIUM 8 1 7 13

LOW 7 0 5 12Total 18 2 22 42

High and Medium risk rated schools and departments will in future, need to complete an annual health and safety report which is submitted to the health

AAYR 2007/08 - 122 - 17th Edition


and safety department to provide assurance internal health and safety self inspections by schools and departments are being undertaken.

AAYR 2007/08 - 123 - 17th Edition

Student services and support 20. Student Services

20 Student Services

20.1 Introduction

The academic year 2007-08 can be characterised by the department redefining its overall aim as being ‘student support for learning’ and working even more collaboratively across the university and with the community to help achieve a positive student experience for all. More students and staff used the service and there was an increased emphasis on supporting and developing staff both within and outside the department in order to deliver appropriate and timely support to students in a variety of ways.

20.2 New developments

20.2.1 Curriculum

In respect of the curriculum the department has worked effectively with academic staff on curriculum-based work around aspects such as employability, wellbeing, volunteering, dyslexia, cultural awareness and learning development. The introduction of a Curriculum Development (Counselling and Wellbeing) post is designed to explore with academics where preventative wellbeing strategies might be embedded in the curriculum and @ctive student has collaborated over integrating volunteering into the curriculum.

The development of the new Careers website has also provided materials for academics to use in delivering the employability aspects of their curriculum.

For the institutional audit a review of personal tutoring was undertaken. It illustrated how this role was working alongside the student support and guidance tutor role and the diagram below provided a useful overview for the auditors showing how the student support was integrated and operating on three levels :-

- advice and information available on-line available for all students- first level or specialist support tailored to specific needs- proactive and often a curriculum based approach working alongside

academics and other central department teams and the Student Union

AAYR 2007/08 - 124 - 17th Edition


20.2.2 Research

Under research sections of the department has adopted more of a research methodology approach to investigate the impact of its services or in the consideration of introducing new services.

The department commenced discussions with the Head of Sport and Recreation in relation to supporting research into the university becoming a ‘health promoting’ university, and a member of staff attended one of the research sand-pit workshops focusing on wellbeing.

Research has also been funded by the Sussex Learning Network into the delivery of employability within partner colleges with a particular focus on foundation degrees. The findings have been used in meetings with partner colleges and the Careers team.

An interim report on ‘eating disorders’ has been produced by the Falmer counsellor who continues to work with the NHS on the delivery of this work.

The nurse has contributed to a paper produced by the Health Protection Agency covering the investigation and outcome of the gastro infection incident following a foam party in Eastbourne.

20.2.3 Economic and Social Engagement

@ctive student increased their number of volunteering opportunities as part of the department’s work within economic and social engagement.A new initiative was the creation of LEADER (local employers acting on disability, equality and race). This group supports smaller employers to provide good practice within the field of diversity.

The Careers team organized more employer presentations jointly with academics.

The two university nurseries are viewed as lead settings within the community and used by the local early year’s network for good practice placements.

A wellbeing day coordinated jointly with CLT used community organisations and local employers to spread the message to students and staff.

The Chaplaincy has expanded work within the community with local projects such as the ‘Voices in Exile’ refugee group. The Chaplaincy and choir also hosted a 60 strong gospel choir from Germany. The department has also noted the increased need to refer students to support within the community regarding their mental health.

20.2.4 Student and Staff Experience

Within student and staff experience the department has noted that more staff are requesting support, development and/or advice when working with students. The department has developed an ‘at risk’ group which supports members from other central departments as well as its own staff to discuss their concerns about individual students and for the relevant central departments to work collaboratively in providing the most appropriate support. Links with academics regarding such students remain strong and dialogue

AAYR 2007/08 - 125 - 17th Edition


often occurs between academics and student services staff over individual cases.

The department has developed an introduction to student services workshop for staff, and has redeveloped the staff mental health workshops which continues to be well attended but mainly by central department staff. The following individual reports all indicate increases in the provision of services both in one-to-one support but also in workshop type provision and on-line either through one-to-one guidance or information and advice. This contributes significantly to the university’s retention and progression objectives.

A new workshop for students with dyslexia proved very successful and the aim is to do more for this group of students as both they and BME students show a higher proportion of unemployment six months after graduation.

The gender equality scheme was produced for both students and staff by the Equality and Diversity officers, and work has been ongoing to role out impact assessments for policies, to monitor the disability equality scheme and to commence a raising awareness campaign for the university around equality and diversity.

The student week memo has been revised and induction activities for students are organised with schools as far in advance as possible to ensure Student Services contributes effectively and efficiently to the overall induction of new students.

20.2.5 Physical Environment

The physical environment developments within Moulsecoomb have focused on enhancing the service where feasible within this protected building. A new reception for disability has been developed and the careers centre has been revamped to allow employer and other workshops to take place.

The department has contributed to university sustainability and environmental initiatives and views such initiatives as inextricably linked to wellbeing and the socially purposeful elements of the corporate plan. Some examples are the nurseries including recycling as part of the children’s curriculum and the wellbeing adviser working closely with the university sustainability forum.

A review of the Student Centre at Eastbourne has taken place and although there are some improvements which staff would like to see student feedback has been overwhelmingly positive.

20.2.6 Governance, Management and Relationships

In respect of governance, management and relationships the Welfare team has reviewed the access to learning fund guidelines and created a panel which reviews appeals made by students.

The nurseries have developed a new health and safety regime with the Health and Safety department and drawn up guidelines for hygiene in relation to food handling with the help of the Catering department.

AAYR 2007/08 - 126 - 17th Edition


The department continues to be represented on the differential fees working group in monitoring the effectiveness of financial packages for students including bursaries and the welfare team work closely with the finance department in relation to student debt.

20.3 Career planning and development

Careers counsellors undertook 167 career development workshops to courses across the university and Partner Colleges, the majority of which were arranged through the Career Planning Agreement. Another 16 workshops were delivered on inductions to new students and to employers and partner organisations representing an increase of 14% overall on last year.

In December all students who had been seen in the first term were surveyed on their reaction to the guidance or information they had received from the Careers Centre. The findings were extremely positive except from postgraduate students which resonated with the Taught Postgraduate Survey later in the year which gave low scores to Careers Centre provision. This will be addressed next year with a research exercise of postgraduate students to find out more precisely what isn’t being provided. The Careers Centre Manager undertook a stakeholder analysis to support the production of a new strategy for the Careers Centre. This was extremely useful with many people responding and in particular from the PVC Business and Marketing who wrote extensively on how the Careers Centre could be working more with graduate employers.

Finally another research project has been to investigate a more effective database for the Careers Centre to record its work with students and provide CRM functionality for the numerous employers and community organisations it works with.

There has been an enormous amount of work undertaken with employers ranging from processing their vacancies to inviting them to participate on the employer-mentoring programme, Momentum, and attend Careers fairs and presentations. Similarly regular engagement was undertaken with employers and community organisations that provide volunteering opportunities.@ctive Student enjoyed another hugely successful year with 195 volunteering placements which were 60% above their target.

The overall aim of the Careers Centre is to provide a universal service and from its analysis of the destination statistics be aware of students or courses where extra support may be required.In general the team carried out 1476 interviews to students at the university which is an increase of 8% on last year, and 245 interviews to graduates, students from other universities and pre-entry guidance which again is an increase of 21% on last year.

In the destination statistics released in July 08, relevant to the cohort who finished in 2006-7, Brighton’s Employment Indicator at 92.2% missed its benchmark by 1.4%. From some early analysis the increased number of unemployed (15) was spread across the piece. However nearly 20% of the students recorded as unemployed seeking work were registered with the university as disabled compared to 12% disabled in the university population

AAYR 2007/08 - 127 - 17th Edition


as whole. Student groups such as this and others identified in the destination statistics will be targeted for extra support.

20.4 Chaplaincy

The Chaplaincy continues to offer pastoral support to students and staff, worship and prayer opportunities and occasional retreats, and provide volunteering opportunities for students to work within the community.

The Chaplaincy display at the Fresher’s Fair in Brighton was for the first time located alongside other faith groups within the university community as an extension of the success of the inter-faith forum.

The chaplains provided guided meditation as part of the university wellbeing day, and delivered death and bereavement workshops to health care students.

The Roman Catholic chaplain took part in a fact finding visit to China with a view to setting up support for Chinese students in Higher Education in the United Kingdom.

20.5 Disability

The Disability Team supported 1849 students in 2007/08 (1749 in 2006/07 and 1592 in 2005/06). The service was once again beset by a high turnover in staff in all four key areas of dyslexia, disability, mental health and administration. Further developments in staffing saw the introduction of a new Support Work Coordinator position which will play a core part in the allocation of day to day support for students.

Eastbourne benefited from two new staff based there, but also with responsibility for UCH, Hastings College, Conquest Hospital and Sussex Downs (Eastbourne).

The Team also ran a one day Learning Support Conference for suppliers of learning support with over 60 attendees.

Overall, the team has noticed that some schools in particular are struggling with the numbers of adjustments required especially around exam time, so they are keen to work with schools looking at ways this can be addressed. Staff would like to be more proactive in their work and the liaison with schools but keeping on top of the increasing number of enquiries and work with students has meant that not all staff have achieved the degree of liaison they would like.

The service supported 1269 students with dyslexia (1188 in 2006/07 and 1045 in 2005/06) including 435 who were assessed or declared during the 2007/08 academic year.

20.6 Health and Wellbeing

The medical services continue to be operated by four GP practices that are linked to the university. Eastbourne is the only site to retain a university

AAYR 2007/08 - 128 - 17th Edition


employed nurse and registration rose by 123 students taking the total to 583. As well as the usual health issues the nurse treats a considerable amount of sports injuries. Only 3 cases of mumps were confirmed which appears to point to a reduction in this area.

In the past few years there has been a noted increase in the number of cross referrals between the Counselling service and Medical services for students presenting with some level of mental health difficulty. The nurse at Eastbourne also offers support to vulnerable students and works closely with the GP’s in order to offer appropriate support to the students.

Unisex, the joint university sexual health, drug and alcohol advice and information service devised a Christmas Chlamydia Cracker campaign in the week starting 3rd December with visits to residences and university sites in Brighton and Eastbourne where over 150 students were screened for Chlamydia.

The Hastings Health Fest' was the first event of its kind at UCH. It was coordinated by Unisex and various departments and external organisations participated in the day. More than 100 students attended this event with the general consensus being that this was a big success. The Brighton Health and Wellbeing Fair was co-ordinated by the Curriculum Development Worker (Counselling and Wellbeing) and the CLT with key note speakers on health and wellbeing topics, workshops that offered complimentary therapy together with massage and reflexology being available to both staff and students.

Over 50 members of staff have attended the Mental Health Awareness sessions which are run by Counselling and Disability. Feedback from these sessions is generally good with staff usually appreciating the space to consider the challenges faced in their daily roles particularly when faced with difficult situations which may relate to student distress.

20.7 Nurseries

The nurseries throughout the year provided care and education to the children of 20 student parent/carers (including 4 international students) and 47 staff parent/carers. They also offered learning opportunities and work placements to School of Education students on early years courses.

The Phoenix nursery achieved an outstanding Ofsted inspection relating to the quality and standards of nursery education, which means both university nurseries fall into the top 3 - 4% of day care providers in the country.

Phoenix nursery celebrated its 10th year of operating and has developed its music area and worked with the Brighton and Hove children and Young People Trust project which develops early phonological awareness in children.

One World nursery developed their schematic play and one of the parents has established a community area on studentcentral to share information and ideas. Students from the Schools of Education, Engineering and Computing Mathematical and Information Science all used the nursery for their research projects.

AAYR 2007/08 - 129 - 17th Edition


Fees have had to rise considerably this year and will have to do so in the next year in order to cover extra costs. Extra holiday entitlement for part-time staff has increased the amount of pool-worker and agency cover required.

20.8 Counselling

Counsellor individual interviews remain the principal focus for the Counselling team and the number of clients accessing the service has increased slightly to 812 compared to 803 clients in 06/07. In addition to this 190 sessions of Cognitive Behavioural Therapy (CBT) was delivered and 178 students attended counselling workshops.

The numbers confirm that group work for some students is more attractive and accessible. The challenge remains in finding the most relevant times to run workshops. Campaigns have focused on mental health wellbeing, the most recent of which has been the SoS (Support over Summer) which has run on the Falmer campus. Provision has included a regular ‘drop in’ slot together with group work sessions. Students from all sites have been eligible for this service and tutor feedback has been encouraging

The Counsellors work hard in ensuring the ever increasing requests for mitigating circumstances are responded to as quickly as possible and the ‘drop-in’ service has helped with this.

For the second year the Eating Disorder group has run in the collaboration with the NHS. There is an intention for this area to be expanded upon which fits with a national trend in HEI’s.

Being Perfect was a three session training programme developed and rolled out during semester two. Forty two students attended this workshop, 97% of the feedback responses were positive. This provision will be further developed and rolled out again in the coming year on both the Brighton and Eastbourne campuses. Six Honorary Counsellors enjoyed placements within the service, again feedback has been generally good and interviews conducted by these students’ offers a significant contribution to the service delivery.

Developments in the coming year will include the furthering of electronic information both in terms of e-counselling and also the rolling out of a self help programme, the latter of which is being developed by a newly appointed member of staff to the Counselling team (January 2008).

20.9 Welfare

The Welfare Team saw 4240 students (3827 in 2006/07 and 5096 in 2005/06) providing advice, information, assistance and advocacy on a wide range of issues facing students at the university, including financial, benefits, immigration, personal, legal and consumer issues across all five university campuses.

The service also became part of the national Money Doctors project run by the Financial Services Authority offering money management guidance to students through a range of media.

AAYR 2007/08 - 130 - 17th Edition


One aspect of this was taking part in Brighton money week with the Brighton and Hove City Council, where road shows were provided at each site and information was hosted on studentcentral.

The service had 1437 enquiries (1086 in 2006/07 and 866 in 2005/06) from non-UK students registered at the university and over 100 from prospective students requiring advice. Main areas of enquiry were immigration 78% (56% in 2006/07 and 74% in 2005/06). Fees and funding issues accounted for a further 13.63%

This shows both a large increase in enquiries from international students particularly in relation to immigration.

The university also allocated funds to deal with disabled non-UK students with additional support needs. A total of £21,000 was spent in this area, a decrease of £10,000 on the previous year.

407 students (360 in 2006/07 and 350 in 2005/06) attended the 2007/08 Orientation Programme both during the Pre-Sessional programme and during the week long programmes in Brighton and Eastbourne. Feedback from students was very positive and has been used to develop the programme for 08/09.

Funding issues remained most prominent but decreased slightly with 53.25% of students requiring advice and assistance of a financial nature (61.23% in 2006/07 and 63% in 2005/06).

Funds spent in 2007/08:(£) 07/08 (£) 06/07 Nos. 07/08 Nos. 06/07

Access to Learning £523,645 £529,512 1150 996Fund

Opportunity £9,000 £40,000 11 40Bursaries

Bridging Loans £10,250 £18,465 178 313

Opportunity Bursaries have been gradually phased out from 2004/05 to be replaced by Local Authority (LA) grants; however the university offers transitional protection to those original bursary holders who are still on course.

Access to Learning Fund (ALF) allocation was approximately £742,000 in 2007/08. However for the second year running spending on students significantly decreased due to the introduction of higher LA grants and university bursaries which were treated as income for assessment purposes. This has seen a subsequent national decrease of around 30% for the coming academic year.

Bridging Loans offer students a short-term ‘crisis’ cash payment of between £50 and £100 per week.

20.10 Forward Planning

The department plans to take forward developments within the curriculum furthering areas such as wellbeing, volunteering, employability, cultural awareness and learning development. The Disability team is developing a

AAYR 2007/08 - 131 - 17th Edition


post which will focus on support for disability within the curriculum and will be seeking to work with some schools to pilot this approach. The nurseries will be implementing the new early year’s foundation stage learning objectives.

Within the research area of the corporate plan the department is planning to write-up the research on eating disorders. A Positive Pharmacy project is planned using wellbeing indicators. The department will be involved in the research undertaken by the International Health Development Research Centre looking at the university becoming a Health Promoting organisation. The department has also been successful in securing a modest amount of money from UKCISA to research the international perspective and cultural awareness within teaching and learning.

Under economic and social engagement new developments will be the Careers Service working with business services in the production of a pack for our services to employers. They will also be installing a multi-functional CRM database specifically for employer work. A volunteering post will be based part-time at UCH. The momentum project will be expanded to all students who need support through employer mentoring and the Career’s Centre plans to do more employer liaison as part of its overall aim.

Student and staff experience will continue to be the principal focus for the department’s work. New activities will include a mentoring scheme for students with mental health difficulties, taking forward the Money Doctors project, to re-write the department’s equal opportunities policy and impact assess relevant policies, and to seek re-accreditation for the delivery of its services to students and achieve the quality kitemark it achieved three years ago. Further provision of the CBT service to students is anticipated as well as extending the ‘Being Perfect’ sessions to students. The health and wellbeing day will be extended to all sites with activities run by a group of central departments.

In relation to staff, the department will be working with the staff development group as part of a project looking at a central department and a school’s staff development work. It will also continue to offer relevant training and support to staff including developing some clinical supervision for student support guidance tutors in their role with the counselling team. The nurseries will be developing the early year’s professional role supported by ‘graduate leader’ funding.

The physical environment work will include the development of the student centre as part of Falmer 4/5. A further focus will be the likely introduction of a CRM database for the disability team and taking forward e-guidance and e-counselling. The nurseries will develop a long-term plan with the Estates department regarding the outside play areas, as part of Ofsted requirements for seamless inside/outside learning.

Finally governance and management aims will be to continue to monitor the effectiveness of delivery of services to students and staff, to support sustainability, to develop funding arrangements for students and to deliver health and safety objectives.

AAYR 2007/08 - 132 - 17th Edition


AAYR 2007/08 - 133 - 17th Edition

Student services and support 21. Sport and Recreation Service (SRS)

21 Sport and Recreation Service (SRS)

21.1 Introduction

The Sport and Recreation Service continues to focus upon delivering a range of sport services to students, staff and members of the local community, from providing an increasing range of participation opportunities, to managing and developing facilities, to forming strategic internal and external partnerships which support recreational, competitive and academic developments in sport.

During the academic year 2007/8 the department has been engaged in a number of areas working under the Sport Brighton banner. The paragraphs below are illustrative of the work of the department and review initiatives, partnerships, developments and issues.

21.2 Sports Development Unit

The Falmer based Sports Development Unit continues to host influential local and regional sports agencies, and it is an effective means of the department, and thus the university, comprehending and responding to changing national and regional sports policy and agenda.

During the academic year the Sussex County Sports Partnership (SCSPT) established itself as an independent sports trust with business operations and finances transferring from the University. The Trust was granted charitable status in December 2007. This change of governance and assurance alleviated any financial risk that the university had in hosting this organisation yet through a close working relationship and a memorandum of understanding still allows for the continuance of mutually beneficial areas. This includes colleagues lecturing on elements of academic degrees such as the MA Sports Development, opportunities for student placements and the passing on of up to date information about strategic developments in sport.

The SCSPT continues to lead on national investment sport programmes for the region such as the Community Sport Coach Scheme, the Step into Sport Community Volunteer programme and the School Sport Competition Managers initiative. In addition it continues to lead on and develop the county wide workforce development plan for sport and co-ordinate the Sussex Sport and Health Network as well as providing education and training programmes and a successful events programme.

The partnership between the University and the SCSPT has proved successful and can be evidenced by a recent example which has seen, against high level competition, two recent University of Brighton graduates being employed into vacant posts. (One who undertook her work placement as part of the Leisure and Sport management degree has been employed as the Communications and Events Officer and one who was the Vice President of Eastbourne and Outreach and on the Sport Brighton Management group being employed as the County Netball Development Officer).

AAYR 2007/08 - 134 - 17th Edition


21.3 Learning and Teaching

The department continues to assist academic colleagues in many aspects of learning and teaching whether by facilitating contact with partners to ensure up to date input into academic degrees, whether continuing to offer placement opportunities both internally or through our extended professional networks or whether directly lecturing on some module elements.

The department has been working on developing and improving the range of vocational sport coaching qualifications to enhance academic sport courses and the employability of students. To meet the recognised workforce development shortfall that exists in sport and recreation locally, where courses are not filled by our students, we are offering opportunity to local people. In addition, initial investigations have been undertaken with academic colleagues on embedding vocational elements into academic degrees by providing leisure industry based qualifications.

Operationally, the department continues to provide a high level of service to academic staff, assisting in lecture preparation and facilitating facility use.

Externally, the head of department continues as a national tutor for the Youth Sport Trust and delivers on regional and national training for school sport co-ordinators. Two of the duty officers continue to deliver first aid training and are trainer assessors for national pool lifeguard qualifications and the deputy head of department continues to deliver county wide training for football referees.

To improve their own level of learning and as part of the departments professional development plan a number of staff within the department have enrolled onto internal and external courses ranging from Masters level study to specific leisure management qualifications.

21.4 Local, Regional and National Developments

Nationally recognition is increasing of the higher education sector’s contribution to sport in this country. It is acknowledged that there are a number of significant ways HEIs add value ranging from:- the provision of facilities for our own and wider community use; providing participation opportunities for students and staff; supporting talented athletes with the provision of internal scholarship schemes; supporting external elite athletes with HEIs hosting centres of sporting excellence; to hosting sports support service providers such as the English Institute of sport. In addition students are increasingly becoming involved in sport volunteering as more opportunities are developed to capture this market and ensure that the volunteering legacy in our country continues. The University of Brighton contributes in all the above areas and has specific recognition for its community engagement through increasing use of facilities by local residents, community clubs, sport talent camps, as a venue for regional festivals and disability sport festivals and as a centre for sporting excellence in triathlon. Our internal sports scholarship scheme continues to flourish and assist students in combining high level sport with academic commitments. Noted alumni include Ben Hawes who captained the Great Britain hockey team at the Beijing Olympics and Ragheb Aga who signed a first class cricket contract with Sussex. The University continues to provide sports science support as an English Institute of Sport satellite centre.

AAYR 2007/08 - 135 - 17th Edition


Nationally, Podium, the Further and Higher Education unit for the 2012 Games was set up to communicate, both within the sector and with outside agencies, “the potential for Universities and Colleges to support the successful staging and delivery of the 2012 Games”. It was also tasked with “coordinating the development of activity within the sector that maximises the benefits” of hosting the Games, by contributing to the building of a sustainable and wide reaching legacy (Podium website, www.podium.ac.uk 2008). The unit aims to develop areas through five main work strands: community engagement, skills and employability, business and enterprise, active participation in sport and the Cultural Olympiad. The University is already engaged in many of these areas in complementary activities and is well placed to engage in others as opportunities develop.

Over eighty higher education institutions and further education colleges are listed in the LOCOG directory of training facilities for the 2012 Olympic Games. Whilst the University of Brighton is not specifically listed, we are involved in consortia which are offering opportunities through the Eastbourne Devonshire Park bid and the Gatwick Diamond bid.

The department is increasingly using sport and recreation to increase levels of community engagement within our host communities to enhance local benefit from university activity. In Eastbourne, for example the Over Fifty Five Club continues to flourish and we support a Cardiac Phase Four Rehabilitation programme with the local Primary Care Trust. We continue to support and develop Community University Clubs where local sports people and students come together either in our facilities or locally to take part in activity that would not be sustainable without this partnership.

Nationally it is recognised that Active Participation levels amongst students are lower than government targets. In the second National Audit of Student Sport (November 2007) only 23% indicated that they are reaching recommended levels of five times thirty minutes of moderate intensity exercise per week. However 48% of students out of the thirty thousand that completed the survey indicated that they were taking some form of exercise although below the recommended level, compared to 32.7% of the general population (Active People Survey 2007). The department continues to develop participation opportunities and our student participation rates are improving with facility investment although they are still below the sector average. The department would like to investigate the true participation rates of students at the university, but does not have this capability at present due to the dispersed nature of sports facilities and a lack of human resource this year to formulate ways of doing this. In the following academic year we will be working with colleagues in other departments on developing procedures for collecting this statistical data to allow us to benchmark more accurately our levels of participation.

The department continues its membership of influential local and national sports networks, groups and organisations, thus ensuring that we are able to establish and gain appropriate recognition for the university, both for the existing role we have regionally in supporting sport and for our potential to engage with future opportunities in sport, the health and wellbeing agenda and in sport education and training. The Head of Sport and Recreation sits on the Board of Trustees of the Sussex County Sport Partnership and has also been invited to represent the sector on the British Universities and Colleges

AAYR 2007/08 - 136 - 17th Edition

http://www.podium.ac.uk/


Sport national consultative group working with Sport England and National Governing Bodies of Sport to develop Higher Education Sports contribution to the development of sport. The Deputy Head of department sits on the National Strategic Forum of the Institute of Sport Recreation and Management and on local strategic sport partnerships.

21.5 Sports Facilities

This area is perhaps our most challenging. The department struggles to balance the demand for current facilities with the amount and quality that are available and we are also challenged by the balance between having to be an income generator with the need to be a service provider. However an excellent operational team ensures that the facilities and services that are provided are of the highest possible standard and an equally excellent administrative team ensure that facilities usage is maximised.

The 07/08 academic year has been an exciting one in that plans are being developed on the Falmer campus to increase the range, quality and accessibility of sports facilities. Following a feasibility study, agreement has been reached for a significant new sports centre on the Falmer campus. This will complement recent investment into the new third generation artificial pitch.

The provision of the artificial pitch at Falmer has reaped many benefits already, and has without doubt significantly increased participation opportunities to students on all Brighton sites. It is heavily utilised by student clubs and for student recreational use and has led to a large increase in participation opportunities. There are also financial saving for the department from not having to hire external facilities which has been invested back into the student sport programme. Community engagement opportunities and income generation are benefiting as the pitch is able to support Brighton and Hove Albion Girls Centre of Excellence and has even provided training for the Brighton and Hove Albion men’s first team when they have been unable to utilise grass locally due to inclement weather. All feedback has been superb. Overall 66,550 recorded ‘users’ accessed the facility throughout the academic year. 46% of this was student club use, 19% was student recreational use, 1% was staff use and the remaining community use.

Investment in facility development has proved to be beneficial and further investment in new facilities will only increase this and aid student recruitment and retention by:

Increasing participation opportunities; Increasing the types of sports available on site; Decreasing travel for students to get to external sport locations; Improving the quality of provision for students and students from

visiting universities; Decreasing costs for students involved in university sport; Providing more opportunity to play at an appropriate level; Providing an increased reliability for fixtures due to better quality

facilities.

There is however a need to establish a long term pitch improvement plan for the grass pitches at Falmer to ensure that outdoor sports provision is of the highest quality and will match the quality of other facilities.

AAYR 2007/08 - 137 - 17th Edition


At Moulsecoomb use of the fitness suite and sports hall at peak times continues to be at maximum capacity which leaves little room for additional activities and hinders opportunities for students who do not want to wait to exercise due to our need to introduce a one in one out queuing system. The department has been involved in the initial discussions of the refurbishment of the Cockcroft building and has outlined its desire to expand facility provision on the site. However, as the project for work on the ground floor areas is a number of years away it is unlikely that participation opportunities will be able to be increased on this site in the near future.

At Eastbourne the sports facilities are heavily utilised and work is currently being undertaken on rationalising space use and developing a programme for enhancing existing areas. There is recognition in both the Sport and Recreation Service Plan and the Chelsea School Plan of the need for further facility development on this campus to cater not only for current need but for future academic need especially in the area of fitness / strength and conditioning and outdoor games.

The department is working in collaboration with Chelsea School on the reciprocal use of sports facilities between the university and Eastbourne College. This is directly benefiting the academic schools access to outdoor space.

Where we are unable to provide facilities and sporting opportunities internally, we continue to seek partnerships with local providers, in particular at Grand Parade with the discount for use of the Prince Regent Pool and in Hastings with discounts for local fitness facilities for students registered with the University.

21.6 Student Support

The department continues to support the student experience by offering a broad range of services through the ‘Sport Brighton’ concept, which is the successful partnership with the student union in all areas of sport. We continually seek to provide creative and responsive ways to develop and deliver activities which reflect national initiatives and current trends, working to overcome some of the financial and facility constraints that exist. Work is also increasing on health related activity and health promotion using sport as the catalyst.

As stated in previous reports, the level of participation of Brighton based students is lower than the sector average as a result of the number and quality of existing facilities. However improvements have been seen this year and will increase further when the new facilities are developed. The department has expanded the number and range of recreational sporting opportunities through a student union funded initiative called ‘Parklife’ supported by the student fee money allocated to the student union to enhance the student experience. Successful leagues ran in netball and football. One league alone saw 10 teams playing each week, in an initial league and a knockout competition. This has allowed an additional 160 students to be actively involved in recreational sport in this sport alone on a weekly basis.

AAYR 2007/08 - 138 - 17th Edition


In addition, more students than ever took part in student run clubs. The University of Brighton inducted three new BUSA teams in golf, women’s badminton and women’s table tennis. (BUSA is the British University Sports Association national competitive sport programme). On a full BUSA week there were over 350 students representing the University of Brighton in 10 different sports at venues that can be as far away as Aberdeen University. The logistics of organising this weekly competitive opportunity for the students is challenging but ably overseen by the department’s Sport Development Officer, Michelle Bennett. In individual sports the University has been represented in a number of events including the swimming, badminton, sailing and golf championships. Students continue to value the opportunity to represent the university at these individual competitions.

Many clubs have been active competing locally and nationally including sports such as American Football, Lacrosse, Table Tennis, Climbing, Trampolining, Karting, Snow-sports, Ultimate Frisbee, Volleyball, Jitsu and Gaelic Football.

As a result of a University of Brighton Leisure Management placement student’s project the department has looked to set up a recognition scheme for volunteers involved in sport at the University, in association with @ctive students and the Sussex County Sports Partnership Trust volunteer reward scheme. The aspiration is to raise the profile of the value of volunteering in the area of sport, both on a student for student level where peers take on the role of team captains and club officials, and also on a student for community level where students can undertake sport volunteering opportunities in the local community.

The department continues to support athletes at various stages of the performance pathway, providing introductory and casual recreational opportunities through to high level competition at the top end of university sport and also through supporting elite and talented athletes through the sports scholarship programme. It is excellent news that the University Foundation Fund agreed in this academic year to continue the support for sports scholarships at an increased level.

AAYR 2007/08 - 139 - 17th Edition

Student services and support 22.University of Brighton Students’ Union (UBSU)

22 University of Brighton Students’ Union (UBSU)

22.1 University of Brighton Students’ Union (UBSU)

UBSU underwent some significant changes in the latter part of the academic year. These changes were instigated by a decline in income from some of UBSU’s trading areas. These changes led to a restructure of the Union’s services to better reflect the needs of the contemporary student, and to avoid duplication of services students already access within the University and in the local community. Key changes to Union’s services were:

Closure of the Union Bar at Falmer; The Trading Co-ordinator position being made redundant; The closure of the Students’ Union Student Advice Centre; The expansion of UBSU’s Student Academic Advocacy & Research

Service; and The planned recruitment of a Marketing & Communications Assistant

The Union has worked closely with the Head of Student Services and the Head of Residences & Catering at the University to ensure that these services will be able to cope with any additional workload.

22.2 UBSU on Campus

The Union’s campus offices at Eastbourne, Falmer, Grand Parade, Hastings and Moulsecoomb provide all students with access to Union services. Services available from UBSU campus offices include NUS cards, volunteering opportunities, sports clubs, societies, minibuses, ticket sales and local job opportunities. The Site Administrators were complemented in their service delivery by regular visits from Academic Advocacy, the Student Advisors and representatives of the Union’s sports clubs and societies.

22.3 UBSU Publications

The Union Handbook was distributed to new students with the NUS cards and has been available year round online via ubsu.net, the Union’s website. Other publications include The SU newspaper ‘The Pebble’ providing full information on student life and student interest features.

22.4 Student Welcome Bags

UBSU provided all new students with a welcome bag containing The Union Handbook plus guidance on a wide variety of student issues. The Welcome Packs also contained quality items including food, magazines, toiletries and soft drinks. They were issued to new students on collection of their UBSU NUS cards during Freshers’ Week and in advance to students on courses commencing outside the academic term dates including the May intake of students to the School of Nursing & Midwifery.

22.5 Freshers Fairs

Brighton’s Freshers’ Fair was again held at Brighton Racecourse. Exhibitors continue to be impressed by the calibre of the student stewards and the organisation of the fair to include exhibitors’ parking, staffed trolleys to

AAYR 2007/08 - 140 - 17th Edition


transport display materials to stalls, plenty of space, full disabled access and plentiful power supplies.

Eastbourne Freshers’ Fair was held in the University Sports Centre and attracted a greater number of stallholders than previous years. UBSU also hosted a mini Freshers’ Fair for nursing and midwifery students at Falmer in May.

22.6 Training & Development

UBSU has run courses for established and student staff and elected officers including Union Council members and course representatives. These courses included Equal Opportunities Awareness, Effective Campaigns, Effective Lobbying, Introduction to Marketing, Equal Opportunities Recruitment & Selection, Health & Safety, New Council Member training, Sabbatical Officer Induction, Teambuilding, Sabbatical Officer Closure, Sabbatical Handover training, Course Representative training, Working with Sabbatical Officers and Operational Procedures. In addition, the five sabbatical officers attended NUS run courses including People & Money, Support & Represent, Participate and Develop Training the Trainers.

22.7 UBSU Advice Centre

The Advice centre saw a total of 2383 enquiries during 2007/08 on a range of information and support issues such as student finance, benefits, housing advice and some academic advice. After 17 years of service the Student Advice Centre has closed. The resources within the Student Advice Centre have now been utilised to create a Student Advocacy & Research Department with which to better represent our students’ need in terms of complaints against the Institution and academic appeals. For students who wish to access generic advice we will be encouraging them to access Student Services, and external organisations such as The Community Legal Advice Service, which offers free comprehensive support and representation on a wide range of advice issues in confidence.

22.8 Academic Advice

The 2007/08 academic year has seen UBSU continue to support students needing advice or support when dealing with the academic regulations of the University. January 2008 saw UBSU adopt a new casework recording system which provides clearer and more comprehensive data. The period I January to 31 July saw UBSU receive enquiries for support from 110 individual students. Of these, 73 were female and 38 male. Of the 97 that expressed their ethnicity, 10 were Asian or Asian British, 12 were Black or Black British. 75 were White. Of the 99 stating their age, 48 were under 25 and 51 were over 25. Of the 106 stating their fee status 8 were EU nationals, 13 were other internationals and 85 were UK home students.

As with previous years the majority of our work involves supporting students making academic appeals or facing allegations of academic misconduct. However, while these cases are often quite simple to administer, there continues to be a growing complexity in the nature of complaints students are making.

AAYR 2007/08 - 141 - 17th Edition


Nature of Academic Enquiries Since 1/1/08

0

5

10

15

20

25

30

35

22.9 Institutional Audit – Students’ Written Submission

To form our contribution to this year’s institutional audit and to assist the audit team in getting a full understanding of what it is to be a student at the University of Brighton; UBSU undertook a large scale survey of student experience. This focussed on four key areas of University life and the extent to which students have proper access to quality resources, services and support.

While the general overview proved to be broadly positive we do note that there are distinct variances in students’ experiences between schools and sites of study. Issues that have been identified for further exploration include understanding the way in which students are supported on placement, the way in which the course rep system is conceived, supported and engaged with by both students and staff and understanding student interactions with University rules and regulations. The production of the SWS is by no means the end of the process for UBSU and we will be working closely with the University and seeking best practice from other Unions to find solutions to those issues that have arisen as a result of our findings.

22.10 Course Representation

Course representatives continue to make numerous contributions to the quality assurance and enhancement of the student experience through their respective course boards. However it was highlighted in the SWS that the course rep system as it exists does not fully meet the needs of either students, UBSU or the University.

It is only through active engagement with their course and their peers that reps are able to give feedback on their experience and it is this feedback that best enables the University to identify and respond to the needs of our

AAYR 2007/08 - 142 - 17th Edition


members. Recognising this UBSU, with excellent support from Information Services has developed a new area on studentcentral designed to support student reps and provoke an ongoing conversation between students, reps, UBSU and the University so that all parties may develop a better understanding of, and respond appropriately to, student needs, expectations and experience.

22.11 UBSU Elections

Although the turnout for the sabbatical elections in March was down by approximately 15% on last year, with only 843 votes cast, the enthusiasm of the candidates was not reduced at all. Four of the five Sabbatical posts were contested and a number of candidates also stood for non-sabbatical posts.

The sabbatical team for the 2008/09 academic year is:

President – Phil GilksVP Communication and Finance – Joel AndrewsVP Eastbourne and Outreach – Jodie HoweVP Education and Equalities – Sam ForsterVP Student Activities – Jamie Stratton

Feedback from students and voters suggests that there is an appetite amongst students to move beyond traditional ballot boxes and to engage electronically with their democratic rights through e-voting. This has been discussed with UBSU’s web provider and key University staff and it is proposed that the first trial of electronic voting will take place in November 2008.

22.12 Student Activities

The Students’ Union continued to provide students with access to a range of activities including sports, societies, and the opportunity to undertake voluntary work within the local community, enabling them to learn and gain experiences of varying cultures and social experiences and to make the most their time at the University.

Societies Federation enjoyed a buoyant year, with a high number of societies continuing from 2006/07 into the next academic year. We started the year with 37 groups registered and ended with 63, an all-time record. Groups range across all campuses, including partner institutions UCH and Plumpton College and the variety of interests encompassed remains diverse from course based to cultural and religious to special interest groups. Memorable events this year included Drama Society’s innovative production of Alice in Wonderland at Brighton’s Pavilion Theatre and the ever popular Spotlight Talent Show, hosted by the Afro Caribbean Society at the University’s Sallis Benney Theatre. RAG raised money for local charities in Eastbourne and Brighton; the Nursing and Midwifery students set up a new group and have held two successful events including a summer picnic and Societies Federation helped with six graduation balls across different schools. PharmSoc had an excellent year with numerous successful events, including their annual ball. The Tsunami Wavettes Cheerleaders went from strength to strength and ended the year with a first in the dance section of the international Future Cheer finals held in Brighton

AAYR 2007/08 - 143 - 17th Edition


.The Societies Federation Steering Committee, comprised of students elected from current societies and supported by staff, met regularly throughout the year to oversee Federation business, including the ratification of new groups and monitoring of the budget.

22.13 Sports Clubs

UBSU is pleased to be a partner of Sport Brighton and has enjoyed a positive working relationship with the staff of the University’s Sport and Recreation service to ensure that the Sports Federation member clubs are professionally supported in their fixtures and competitions across the UK.

22.14 Additional Fee Income

The Union is very grateful for the opportunity to advise on the expenditure of a percentage of the University’s additional fee income. This funding has allowed improvements in the student experience in the following areas during 07/08:

AAYR 2007/08 - 144 - 17th Edition

Awarded in 2007/081 JCR Redevelopment 59,5002 The Pebble student newspaper 8,0003 Housing & Academic Caseworker 17,5504 Park Life recreational programme 7,0005 Easy Panther Campaign 1,0006 Nightline 8067 Union Awareness 3,0008 Additional Sound & AV facilities at Falmer 1,1659 Gimme 5 Campaign 3,600

Documents

Annual Academic Year Review 2007-08 - University of · Web view2007-08 saw an overall increase in the number of students who were active* during the academic year of 3.1%. This is