School Annual Quality Assurance and Enhancement Report ... · School Annual Quality Assurance and Enhancement Report Template Purpose of Policy The policy is the University framework

School Annual Quality Assurance and Enhancement Report Template

Purpose of Policy

The policy is the University framework for annual quality assurance and enhancement reporting by Schools to the relevant College.

Overview

The policy sets out the key areas of quality assurance and enhancement on which Schools report consistently across the University on an annual basis. Themes from School reports are identified by Colleges and form the basis for action and dissemination of good practice at College level. Themes identified by Colleges are reported annually to Senate Quality Assurance Committee, which identifies areas for action and dissemination of good practice.

Scope: Mandatory Policy

Scope in relation to report content: all credit-bearing provision. Scope in relation to staff roles: School Directors of Quality have overall responsibility for preparing the School annual quality assurance and enhancement report to College. They liaise with other roles in the School as relevant to the School context.

Contact Officer Linda Bruce Academic Policy Manager, Academic Services

[email protected]

Document control

Dates Approved: 28.05.15

Starts: 01.08.15

Equality impact assessment: Published

Amendments: Next Review: 2015/16

Approving authority Senate Quality Assurance Committee

Consultation undertaken College Dean/Associate Dean/Director of Quality, College Office administrators, School Directors of Quality and professional staff

Section responsible for policy maintenance & review

Academic Services

Related policies, procedures, guidelines & regulations

College Annual Quality Assurance and Enhancement Report Template, Quality Assurance, Monitoring and Reporting of Postgraduate Research Provision

UK Quality Code Chapter B8, Programme Monitoring and Review; Chapter B5, Student Engagement; Chapter B7, External Examining; Chapter B3, Learning and Teaching; Chapter B11, Research Degrees.

Policies superseded by this policy

School Annual Quality Assurance and Enhancement Report Template 2014/15

Alternative format If you require this document in an alternative format please email [email protected] or telephone 0131 650 2138.

Keywords QA report, QAE report, annual quality report, School annual quality report, School Quality Assurance and Enhancement Report

mailto:[email protected]


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Further guidance including data sources to support reflections can be found in the accompanying document ‘School Quality Assurance and Enhancement Report Template Guidance’.

Formal confirmations

Has this report been discussed at the relevant School committee (Quality Assurance/ Learning and Teaching/Postgraduate/Researcher Experience)? N If N, have arrangements been made to discuss at the next meeting? Y Has this report been discussed at a Student-Staff Liaison Committee or equivalent forum? N If N, have arrangements been made to discuss at the next meeting/equivalent forum? Y

SCHOOL CONTEXT

Provide brief context about School – subject areas, list of School degree programmes, overall student numbers (UG, PGT & PGR) and highlight any major changes since the last report e.g. increase in student numbers in a particular category.

School: HCA Subject Areas: History, Classics and Archaeology. Note: this report has been compiled using Annual QA Reports from History (UG Reports for pre-Honours and Honours); Classics (UG); Archaeology (UG); and the Graduate School (PGT and PGR incorporating reports from History, Classics and Archaeology). However, the Archaeology UG Report was not submitted in a format that aligned with the sections on the School Annual Report template. Given the very late submission of the Archaeology report, it has not been possible to request a full and adequately formatted response from this subject area. As a consequence, this SA may be under-represented in what follows. There have been new QA appointments in all three SAs for the 2015/16 session and it has become clear that more information is needed for all members of staff new to these roles, especially with regard to the availability of data specific to each individual SA. Action: The HCA Director of QA will ensure that all subject areas confirm their QA reporting arrangements for the 2015/16 reporting cycle and well in advance of the submission deadline for the School Annual QA Report. HCA Director of QA will also liaise with Administrative Support Staff to ensure that all SA QA representatives have access to the relevant data to be used in the annual reports. UNDERGRADUATE: List of School Degree Programmes (MA (Hons.) unless indicated):

Ancient and Medieval History

Ancient History

Ancient History and Classical Archaeology

Ancient History and Greek

Ancient History and Latin

Ancient Mediterranean Civilizations

Archaeology

Archaeology and Social Anthropology

Classical and Middle East Studies

Classical Archaeology and Greek

Classical Studies


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Classics

Classics and English Language

Classics and Linguistics

Economic and Social History

Economic and Social History with Environmental Studies

Economic History

Economic History and Business

Environmental Archaeology (BSc Hons)

Greek Studies

History

History and Archaeology

History and Classics

History and History of Art

History and Politics

History and Scottish History

History and Sociology

Latin Studies

Scottish History

Social and Architectural History

Social History

A. Entrants by Entry Year of Programme, by entry session and mode of study

2010/11 % 2011/12 % 2012/13 % 2013/14 % 2014/15 %

1 188 99 297 100 346 100 338 99 361 99

2 1 1 1 0 1 0 2 1 2 1

3 1 0 1 0

TOTAL 189 298 347 341 364

B. Gender of entrants, by entry session

2010/11 % 2011/12 % 2012/13 % 2013/14 % 2014/15 %

F 111 59 161 54 211 61 211 62 224 62

M 78 41 137 46 136 39 130 38 140 38

TOTAL 189 298 347 341 364

C. Entrants by Previous Institution

2010/2011 2011/2012 2012/2013 2013/2014 2014/2015

Comprehensive and City Tech 76 82 83 73 96

FE and Colleges 25 22 21 22 17

Grammar Schools and Grant Maintained State less than 5 8 6 less than 5 11

HE less than 5


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Independent 41 100 139 116 137

Other less than 5

Sixth Form College less than 5 9 17 18 19

Unknown 41 76 81 108 84

TOTAL 189 297 347 341 364

D. Domicile grouping of entrants, by entry session

2010/11 % 2011/12 % 2012/13 % 2013/14 % 2014/15 %

CHANNEL ISLANDS AND ISLE OF MAN 8 4 9 3 3 1% 3 1%

EU 4 2% 16 5% 6 2% 33 10% 17 5%

OTHER UK 47 25% 128 43% 192 55% 151 44% 201 55%

OVERSEAS 29 15% 37 12% 31 9% 44 13% 34 9%

SCOTLAND 101 53% 108 36% 115 33% 113 33% 109 30%

TOTAL 189 298 347 341 364

E. Disability status of entrants, by entry session

2010/11 % 2011/12 % 2012/13 % 2013/14 % 2014/15 %

Disabled 40 21 50 17 59 17 45 13 43 12

Non-Disabled 149 79 248 83 288 83 296 87 321 88

100 100 100 100 100

F. Ethnicity of UK-domiciled entrants (and of known ethnicity)

2010/11 % 2011/12 % 2012/13 % 2013/14 % 2014/15 %

BME 5 4 13 6 13 4 11 4 20 6

White 136 96 221 94 288 96 251 96 290 94

100 100 100 100 100

Commentary: The tables indicate that HCA's student intake has seen a steady rise since 2010/11 (from 189 to 364) (Table A). Gender balance: female students continue to outnumber male students with the percentages remaining constant over the last two years at female 62% to 38% male. (Table B) *Previous Institution: there has been an increase in numbers of Independent School entrants (137/364 in 2014/15) and (Table C) *Domicile: a concomitant issue is the fall in the number of Scotland-domiciled students, down from 53% to 30% over the last five years. (Table D). *Disability status and Ethnicity: there has also been a drop in the number of registered disabled students. In terms of ethnicity, HCA remains overwhelming white (2014/15: 96%). (Tables E, F). *These points suggest that CHSS Admissions policies and the University Widening Participation mission statement seem to be misaligned: for Widening Participation, see http://www.ed.ac.uk/student-recruitment/widening-participation/about/what


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POSTGRADUATE: Overall PG student numbers: Six taught/research/mixed mode MSc programmes ran in Archaeology, four in Classics, and 13 in History. Overall student numbers starting in 2014-15 were as follows: 98 FT and 51 PT (PGT (MSc)) and 30 FT and 5 PT (PGR).

2010-11

2011-12

2012-13

2013-14

2014-15

PGT FT and PT

129 144 123 173 149

PGR FT and PT

63 44 55 55 35

Figure 1. Entrants to the School of History, Classics and Archaeology, 2010/11 to 2014/15 The proportion of students who successfully achieved an award for an MScT degree in 2014-15 was 91, with 26 distinctions (28.57% of total). There were 4 diploma awards. The percentage of students achieving a distinction in previous years was 25.00% (2010-11), 18.85% (2011-12), 21.36% (2012-13) and 20.72% (2013-14), making an average of 22.9% between 2010-15 meaning that the proportion of distinctions awarded in 2014-15 was slightly above the average.

1. QUALITY ASSURANCE

1.1 Progress Report progress in addressing School level issues/recommendations/actions from the previous year’s report, including whether and how staff and students have been advised of progress.

Both History and Archaeology SAs had TPRs during session 2014/15. The appended year-on response from the SA demonstrates that the TPR process has had a substantial impact on the administrative structure and policies of the SA. The current reform of the MA in History degree programme, beginning with the pre-Honours curriculum draws on the recommendations of the TPR. No reflection on the Archaeology TPR was offered by the SA concerned. Many of the issues highlighted in the 2013/14 Annual QA Report have been addressed by HCA, as is indicated in what follows. The School responded to Teaching and Learning issues by instigating a School Undergraduate Learning and Teaching Committee (SUGLAT) to have oversight of these matters across the SAs. A number of other measures designed to enhance the student experience have been introduced. For example, at PG level, a Deputy Director of the Graduate School has been appointed with responsibility for monitoring the postgraduate student experience. QA Reporting: Annual School QA reporting templates were distributed to each Subject Area and Graduate School QA representative. E-mails from Andrew Thomson (CHSS Business Intelligence Manager), together


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with the data attachments they contained, were forwarded to colleagues (15/12/2015). GRADUATE SCHOOL: PGT distinctions: it was noted in the 2013/14 QA report that there had been a decrease in the number of distinctions awarded. The figure for 2014/15 shows an increase to 28.57% which is above the average of 22.9% for the period 2010-2015. We have continued to refine our course offerings to ensure that we have a costed, manageable and sustainable core of PGT programmes in the School, which reflects staff interests and effectively showcase the teaching and research strengths in the School. ARCHAEOLOGY: MSc. in Osteoarchaeology discontinued, following the resignation of the only member of staff qualified to teach animal remains. Enrolments for the Osteoarchaeology MSc have been low since its inception in 2004. Although there were 8 in 2014/15, in previous years numbers have ranged from only 2 to 5. The conversion rate of applications to enrolment is rather disappointing for the MScT Archaeology programme; of 13 firm acceptances there were only 2 enrolments. Enrolments for MSc programmes in European Archaeology and Mediterranean Archaeology remain low at 1 and 3, respectively. Considerations for boosting enrolment in these 3 programmes are being addressed by the subject area. Conversely, applications for the MScT programmes in Human Osteoarchaeology and Forensic Anthropology remain high. Both programmes are capped at 10 students and in addition applicants making a firm acceptance are required to pay a £500 deposit. These are specialised fields and only three members of staff currently provide teaching. Applications for 2015/16 for the two programmes reached 79 and it is clear that with more teaching staff, intake could be much higher. Cessation of the part-time option on the Forensic Anthropology and Human Osteoarchaeology MSc programmes. As all of the courses on the programmes are compulsory and need to be taken in a certain order, it was decided to withdraw the part-time option. Part-time students also impacted on capping student numbers. CLASSICS: The Hellenistic World MSc programme in Classics closed at the end of the 2014-15 year and it is hoped it will be replaced with a new Ancient History MSc programme. If was felt that the existing programme was too specific in scope whereas Ancient History can attract a broader pool of candidates and build on the subject area’s strength in this field. Change was made to the core Skills and Methods course that is compulsory for Classics, Classical Art and Archaeology, and Hellenistic World MSc programmes. This course was split between practical skills and methodology seminars, with the students required to write critical summaries of two of the Classics Research Seminars on Wednesday evenings. Since these seminars represent the key academic and social events in the calendar of the subject area it was felt necessary to find new ways to encourage post-graduate students to attend these seminars, and the results are clear from their feedback (see below). HISTORY: Continued the consolidation of PGT programmes; this was the last iteration of MScT in Modern British and Irish History; MScT in Gender History and Social and Cultural History. Streamlined the delivery of MScR programmes in History and Scottish History by abolishing the mixed mode of delivery, in line with the practice in Classics and Archaeology. MScR degrees in History and Scottish history are now awarded on the basis of a 30,000-word dissertation only, and those wishing to combine a dissertation with coursework are


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directed towards the MScT History, or its specialist equivalents. We continue to seek to optimise the use of administrative overheard and staff time.

1.2 Key performance points Comment or where relevant provide information on the following, for the current year in relation to the previous 5 academic years. Please highlight where any specific programme or student group can be identified, and where rates fall below the relevant benchmark (see guidance), what is being done to address the issue. For actions that are on-going, please comment on their impact.

See guidance section for sources of data. Undergraduate and Postgraduate Taught 1. Course results: State proportion of A-D grades versus E-H grades (or grades from E and below as relevant).

HCA (UG): The undergraduate pass rate (grades A-D) was 97.3% for 2014/15, which continues the general upward trend over the period. The fail rate remains fairly constant over the period, with the withdrawn rate continuing to display a downward trend. HISTORY:

HISTORY: 2007/8 2008/9 2009/10 2010/11 2011/12

CLASSICS: No analysis of the course results was offered by this SA. Remediation: Further advice will be offered to the Classics QA (UG) representative in advance of next reporting cycle. ACTION: HCA Director of QA. ARCHAEOLOGY: No analysis of the course results was offered by this SA. Remediation: Further advice will be offered to the Archaeology QA (UG) representative in advance of next reporting cycle. ACTION: HCA Director of QA. PG: The pass rate (grades A-D) was up slightly on previous year to 99.3% but remains fairly consistent throughout the period as largely over 99% each year. Fail rates drop to normal levels from their peak of 1.2% last year. PGT coursework averages since 2010-11 have been broadly consistent in every subject area. In 2014-15 the coursework average was 67.54 in Archaeology (66.58 average over five years), 68.55 in Classics

MA (Hons) in History First Class 15 18% 18 16% 23 18% 8 12% 22 20%

Second Class, Division 1 59 70% 71 63% 87 70% 42 65% 69 63%


Third Class 1 1% 1 1% 1 2%

Pass 2 2% 11 10% 7 6% 9 14% 9 8%

With Merit 1 1%

MA (Hons) in History Total 84 39% 112 41% 125 40% 65 38% 109 41%


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(66.21 average), and 65.11 in History (66.22 average). The School average in 2014-15 67.07 (average). Completion rate of PGT entrants: (2010-11 to 2014-15), the withdrawal rate in 2014-15 was 7% for FT PGT and 20% for PT PGT. This compares with 1% (FT) and 26% (PT) in 2013-14; 2% (FT) and 11% (PT) in 2012-13; 4% (FT) and 28% (PT) in 2011-12 and 3% (FT) and 10% (PT) in 2010-11. This marks an increase in withdrawal rates of FT students and a reduction of withdrawal rates for PT students in 2014-15. For FT students, the main reasons for withdrawal were Non-Attendance or Non-Engagement (2) and financial (2). For PT students, the main reasons were Personal Reasons (4) and Non-Attendance or Non-Engagement (6).

2. Comment on the above including proposed actions if the proportion of grades A-D or E-H is higher than expected and briefly state actions taken or planned to address any issues of concern. [UG]

HISTORY: The History SA is undertaking a comprehensive curriculum review. A new pre-Honours programme, approved by CUGLAT, will be introduced in 2016/17. This will be followed by a similar review and reform of the MA in History Honours curriculum.

1.2 Key performance points (contd.) 3. Comment on any significant variations or persistent issues in the last 5 year trend in student achievement and any reasons

identified. [UG & PGT]

HISTORY: See below 1.2.6 4. Comment on withdrawal rate in relation to the College average [see guidance], including any trends, and identify actions

needed or being taken if the rate is of concern to the School. [UG & PGT]

UG HISTORY: withdrawal rate does not appear to be a problem. CLASSICS: in 2012 TPR, Classics was praised for its very low rate of students failing/withdrawing. ARCHAEOLOGY: No comment was offered by this SA. 5. Proportion of entrants who have successfully achieved an award. [UG & PGT]

UNDERGRADUATE: Successfully completed entrants, by exit award classification, entry session and mode of study where entry & exit schools are the same.

POSTGRADUATE: PGT Completion rate of PGT entrants: (see above for figures). An increase in withdrawal rates of FT students

Count % Count % Count % Count % Count %

School of History, Classics and Archaeology First Class 34 18% 31 14% 40 15% 16 11% 46 20%



Third Class 1 1% 1 0% 5 2% 1 1% 1 0%

Pass 1 1% 3 1% 1 0% 8 5% 6 3%

With Merit 1 1% 1 0%

School of History, Classics and Archaeology Total 185 100% 225 100% 274 100% 147 100% 226 100%

2007/2008

Full-time

2008/2009

Full-time

2009/2010

Full-time

2010/2011

Full-time

2011/2012

Full-time


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and a reduction of withdrawal rates for PT students in 2014-15. For FT students, the main reasons for withdrawal were Non-Attendance or Non-Engagement (2) and financial (2). For PT students, the main reasons were Personal Reasons (4) and Non-Attendance or Non-Engagement (6). 6. Any notable change in degree classifications in relation to the past 5 years, including notable divergence from Russell Group

degree classification data. [UG]

HISTORY: 1. The principal issue at History honours level is the relatively low proportion of first-class honours degrees, especially for students who spent all four years in Edinburgh. History at Edinburgh, with 19% of a large cohort gaining firsts, is among the lowest in this category in the Russell Group and very substantially behind leading institutions – Oxford, Cambridge, UCL - which give firsts to around 30 per cent of finalists. The main issue here is the narrow band of marks used in the first class, less than 1% of marks were above A3 and in a system where the principal piece of evidence for classification is the arithmetic mean over twelve marks it becomes difficult to gain a first. Remediation: Additional guidance from the School on using 75 as a base first class mark and then moving up in increments of 5% for outstanding first-class work will help in this regard. Further, the moderation process will be used more robustly to ensure that outstanding work is being recognised in a consistent manner. Individual courses that are significant statistical outliers in this respect have been identified – there were seven such courses among those taught in AY14/15 and very careful attention will be paid to them by moderators and externals. 2. Students who have studied abroad in their third year are much more likely to gain a first. This is partly because the students who go abroad are selected on academic criteria and the group includes our very best students. Nevertheless, the fact that they are classified over only six marks, one of which is the double weighted dissertation (where in four of the past five years the proportion of firsts has been in the range 27-32 %) and the double weighted 4MA class, in which levels of attainment are higher than 3/4MA classes, makes it easier to get a first. Remediation: give greater weight to the fourth year for students who remain in Edinburgh for all four years of their study? CLASSICS: no commentary was provided by this SA. ARCHAEOLOGY: no commentary was provided by this SA.

7. Any notable change in successful achievement of award by taught postgraduate students.

See 1.2.5 above.

8. In relation to the University’s Strategic Plan target of the creation of at least 800 new opportunities for students to study abroad as part of their degree, state number of students going abroad as part of their degree, together with trend numerically [UG]. If proportion of students going abroad is increasing, briefly state what actions are being used successfully to promote study abroad.

CLASSICS: Over and above our regular ERASMUS and other exchanges:

International &

Departmental

exchange

Erasmus

exchange

Erasmus

placement/

volunteering

Electives /

Extra-mural

studies

Languages with

a year abroad

(non-exchange)

Work placement/

volunteering

(non-exchange)

Other study

abroad

TOTAL Change % change

School of History, Classics and Archaeology 2014/5 26 14 0 0 0 0 66 106 +17 +19.1%

2013/4 31 11 0 0 0 0 47 89


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1. Baldwin Brown fund, sponsoring activity abroad by Classics UGs. 2. CACA10033: Classical Archaeology in the Field was introduced in 2013-14, when it had four students; in 2014-15 there were ten, incl. students from all three of H, C and A. Five of these got school money from Classics, two from Archaeology, and some also received money from the Baldwin Brown fund. 3. We have sent numerous students, both UGs and PGs, to the British School at Athens, including both the BSA’s summer undergraduate course and specialist courses for graduate students.

9. State where the School has exceeded performance in the recruitment of Widening Participation students within the

recruitment context of the School, as reported in the University’s Outcome agreement. Comment on the specific reasons identified for success e.g. participants in summer school. [UG]

School 2013/4 2014/5 change

School of History, Classics and Archaeology 119 133 14

There has been a modest increase in numbers. No specific reasons have been identified. It might be useful to view these figures in relation to 1.2.10 below. 10. Report on any known issues arising from differences in student performance, for example degree outcomes in relation to

gender, ethnicity and age. [UG& PGT]

11. Report on student satisfaction with Personal Tutoring experience, against the KPI of 80% satisfaction. Report on how variations in Personal Tutor performance are being managed with a view to increasing student satisfaction. Where the KPI has not been met, outline action being taken.

ESES results fall short of the KPI of 80%.

1 2 3 I found my Personal Tutor approachable and willing to help 82 78 73

My interactions with my Personal Tutor have helped me to reflect on my academic performance 61 63 49

My interactions with my Personal Tutor have helped me to reflect on how my learning contributes to my longer-term aspirations

54 47 41

I am satisfied with the amount of time I had with my Personal Tutor 59 54 48

Comments: there are severe pressures on Personal Tutors, especially in History SA with 40-50 PTs not being unusual. Contact with PTs is less frequent in later years, partly because students tend to speak to course organizers rather than PTs about specific assessment matters. There may be a perceived disconnection between the PT's role and its relevance to student academic performance. NSS figures on Advice and Support and Academic Support have shown modest improvements 2014-2015. Postgraduate Research Key performance points 12. Comment on trends in the data provided in BI suite reports ‘PGR progression and outcome’ , in

particular any trends relating to the numbers of students completing (i) within the prescribed period of study; (ii) within the prescribed period of study plus permitted submission period; and (iii) outwith


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the prescribed period of study plus permitted submission period. PGR For students starting in 2011-12, the average number of months taken for full-time doctoral students to submit was 47 months, which compares with an average of 48 months to submission for the cohort starting in 2010-11. The withdrawal rate for FT PGR starting in 2011-12 was down from the previous year at (15% rather than 19%). For students starting in 2011-12, 14 extensions were granted, three of 1-3 months, eight of 4-6 months and three of 7-12 months. 13. State what action is being taken where the number completing outwith the prescribed period of study

plus permitted submission period continues to be a significant proportion of the relevant cohort of entrants. In relation to interruptions of study, state whether any common themes emerge from the reasons for these and if so, what action the School is taking or plans to take.

Remediation: The School’s response to interruptions of study, which are often a consequence of medical or psychological problems, or sometimes financial difficulties, and to the issue of withdrawals, is to continue to build on initiatives begun in 2014-15. A Deputy Director of the Graduate School with special focus on PGR students was appointed in 2014-15 and this role includes a responsibility to develop opportunities for scholarly and social interaction. The Director of the Graduate School has initiated a PG Office hour. More generally, in response to the wider question of interruptions of study, extensions and timely completion, the School is reviewing the way the Annual Review process is used to ensure that difficulties are identified and resolved in a timely fashion. This should contribute to reducing the number of interruptions and extensions in the future and help to ensure that all students are fully supported and complete within the prescribed period of study.

14. Report on any known issues arising from differences in student performance, for example degree

outcomes in relation to gender, ethnicity, domicile and age. MOOCs 15. For Schools with MOOCs, provide a brief reflection on the School’s experience of providing MOOCs,

and in particular any way in which its MOOC provision is informing its credit-bearing provision. State total enrolment per MOOC and completion rate as a proportion of active users.

1.3 External Examiner reports and actions taken in response Undergraduate and Postgraduate Taught 1. What proportion of External Examiner reports have been received at this point and what action

is being taken to follow up outstanding reports? All external examiners' reports have been received. 2. Has the proportion of reports received improved on the final point in the previous year?

3. What action has been taken if a 100% return rate has not been achieved?


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4. Themes from External Examiner reports (including commendations, suggestions and issues)

and actions taken in response, including any on-going remediation. HISTORY: pre-Honours. Feedback. Remediation: the new MA History pre-Honours curriculum being offered from 2016/17 comprises courses all of which are designed to provide on-going feed-forward as part of the learning process, as well as oral and written feedback on assessed and non-assessed assignments. The aim is to allow students to improve the quality of their coursework during the course. Diversity of assessment. Remediation: the new pre-Honours curriculum offers a wider range of assessments beyond, but still including, the standard essay. Not all pre-Honours courses will retain the examination assessment component. Progression. Remediation: the new MA History curriculum aims to differentiate between the first and second pre-Honours years of study, in terms of year-specific marking criteria and year-specific core courses compulsory for all MA History students. These core courses, together with related core courses in the Honours years, will ensure that students on this degree acquire the subject-specific skills in an integrated programme. Course content. Remediation: the curriculum reform is designed to offer a wider geographical and chronological choice for pre-Honours students, as well as the integration of a more diverse portfolio of history methodological approaches. For example, in the new pre-Honours curriculum three new 'World' history courses will be offered, ensuring that students are introduced to a greater range of courses that more accurately reflect the teaching and research interests of History staff members. Transferable skills/employability. Remediation: the new pre-Honours curriculum embeds key transferable skills in the MA History programme with an innovative new skills course compulsory for all first-year History students. The Historian's Toolkit course is designed to enhance the student's historical and transferable skills and engages directly with the key theme of employability. HISTORY: Honours Compressed timetable for assessment at the end of the academic year. The History UG externals all noted that there was too little time for the processes to be carried out effectively and that only work beyond the call of duty by academic and support staff allows it to be completed in time for the board. One external described this as a significant risk to the assurance of standards at Edinburgh and expressed disappointment that this matter had been raised repeatedly by externals, to no effect. THIS MATTER IS OUTSIDE THE CONTROL OF THE SCHOOL. Feedback: Externals praised the quality of feedback on History Honours courses, being impressed by its constructive (a word used by several externals) and precise qualities. Assessment: (i) Several externals enjoined staff to be less conservative in their use of higher first-class marks and argued that the moderation process be used in a robust and nuanced manner to achieve this end. Additional guidance from the School on using a refined version of ECMS will help to address this issue. (ii) A range of externals had things to say about the increasing diversity of the types of work that is being assessed. One external felt that there was some risk of grade inflation in the assessment of


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NWS and encouraged greater care in this area of assessment. Another external was worried about over-assessment in some courses. This was an issue in only a small minority of courses and the course organisers have shown in their CMFs that they are aware of it and in some cases have altered the assessment structures of their courses. (iii) One external suggested that greater care be taken to police overlap between assessed work and exam questions. Greater attention will be paid to this issue when exam papers are set. Moderation: All of the externals encouraged continuing attention to keeping up the improvement in the practice and recording of the process of moderation. The documentation has been further refined. The externals were impressed by the range of statistical information gathered about honours courses and emphasised that it should be used to try to reduce the number of statistical outliers, especially in the use of first-class marks. This information will continue to be collected and will be used in a more robust manner. Postgraduate Research 5. State themes from Part III Assessment Forms submitted by External and Internal PhD/MPhil Examiners, (including

both positive themes/commendations and areas for consideration) and actions taken in response, including any on-going actions.

ARCHAEOLOGY:

The External for Human Osteoarchaeology and Forensic Anthropology (Prof Tim Thompson)

commented that the standards for both programmes are good and interesting and he, in fact,

recommends them to his own students. He was also happy that there were good discussions by the

Examination Board on borderline or problematic cases. He did consider that course marking was

mixed in term of quantity from different staff members, although still enough to help students

develop and improve. A possible reason for this impression is that one marker provides comments

both on the feedback sheets and on the hard copy of the coursework, which the EE does not see.

Starting from this academic year all markers are marking solely online which should address this

issue. The External for MScs in Archaeology European Archaeology and Mediterranean Archaeology

(Prof Poulter), was happy that the programmes met the standards required.

CLASSICS:

In general the external examiners were very impressed by the quality of the work submitted by the

MScT students. Administrative staff were also praised and the range, quantity and quality of

feedback provided by staff to students was also highlighted. The external examiner for Latin (Dr

Peter Kruschwitz) expressed some concern about the use of punctuation in passages of Latin

language. This view was passed on to the Course Organizer who has made changes this year to the

way in which the passages of Latin on the exam are formatted. This same examiner, as well as the

external examiner for Greek (Prof. Fitz-Gregor Herrmann), also queried whether the assessment for

elementary languages at post-graduate level was sufficiently rigorous and whether a written work

component might be included. This suggestion has been taken to the subject area and we are now

working on integrating such a component into all the post-graduate language courses. Elementary

Greek language marks will now be capped in the same way as Elementary Latin marks to ensure

consistency. Dr Rebecca Sweetman, the external for Classical Archaeology, commented on the


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overall quality of the written work submitted and asked only that markers consider marking more

work in the high 70s or 80s where appropriate, a comment that has been passed on to the subject

area. Prof. Neville Morley, the external for Ancient History, made only one major comment and that

is that the mark sheet for the dissertations really ought to include a text box containing some

discussion of how the final mark was reached. At the moment there are boxes that can be ticked

saying whether the generalist conceded to the specialist, etc., but it is felt that more detail is

needed. This feedback has been passed on to the Graduate School and steps have been taken to

modify the mark sheet. As in previous years, the external examiners noted that achieving a

distinction at MSc level at Edinburgh is particularly difficult due to our requirement that students

achieve a mark of 70 or over in both coursework and the dissertation, but this is a decision made by

the College and not the School.

HISTORY:

In general, our external examiners were favourably impressed with the standard of teaching, the

quality of assessment procedures, and especially the standard of dissertations. The following

addresses specific recommendations under each heading:

Teaching:

A notable exception from the generally favourable comments on teaching were Professor

Miller’s comments on “The Civil Rights Movement”, and particularly the lack of engagement

with primary sources in this course, which she regards as inappropriate for a postgraduate

course. She also notes that this course, with consistently applied marking criteria across the

American courses, produces the lowest marks, and points out the effects this may have on

dissertations, and applications for doctoral degrees, in this important area of American

history. The American history section is in dialogue with the course organiser.

Assessment:

Several externals commented on colleagues’ illegible handwriting on feedback forms, and

commended other colleagues for typing comments. Typed comments ought to be adopted

as standard practice, and colleagues will be emailed to this effect.

Dr Bowie noted that, where assessment relies on a single essay mark, the pedagogical

rationale for doing so ought to be set out clearly.

Dr Bowie also noted that feedback on first-class pieces of work was often congratulatory,

rather than offering suggestions on how to consolidate an excellent performance. Guidance

will be issued to this effect.

Several external examiners noted that the length of feedback offered varied considerably,

and suggested that guidance be issued to this effect.

Professor Miller noted that externals, too, ought to receive dissertations in anonymised

form. This will be implemented.

Dr Mulligan made the following comment on borderline cases, which needs to be quoted in

its entirety: “The procedures for awarding a grade, particularly on the borderline, are

unwieldy. There was an anomaly in the grading scheme. In order to achieve a first class

honours degree, students had to achieve a first class grade in both components - taught and


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dissertation - of the degree, or else fall within a certain range, above 68 in one part and

receive a first in the other part. This meant that a student with an overall average above 70

could fall short of a first, if s/he received 67 in one part ofthe course and 73 in the other,

while a student who averaged 69, on the basis of 70 in one part and 68 in the other part,

could receive a first class honours. Secondly the dissertation - counted as one of the parts - is

worth 60 credits, while the taught components are worth 120 credits. On the basis of the

credit weightings of the different parts, should the taught component be given more

weight?”

In addressing the question as to whether Elementary Latin 1 and 2 have an inflationary

effect on degree outcomes in the MScT Medieval History, Dr. Lewis noted that the marks

awarded for these courses were appropriate and consistent, but suggested that the course

might be assessed on a pass/fail basis if there continues to be concern over this matter.

Several examiners noted what they referred as the conservative marking standards at

Edinburgh.

Several external examiners noted that the moderation process, while always carefully

carried out, needs to be documented more extensively. Guidance will be issued to this

effect.

Provision of documentation to external examiners:

The external examiners asked (1) to receive first-semester coursework when it is marked

and moderated, rather than receiving all marking samples in May, (2) to receive course

handbooks as a matter of course, and (3) to be added to the Graduate Wiki. All these

suggestions have been actioned.

Postgraduate Research

Responses to Part III Assessment Forms submitted by External and Internal PhD/MPhil Examiners during 2014/15 were very positive. Of 21 forms analysed, 20 stated that ‘arrangements and procedures were satisfactory’. Comments included: "Very straightforward, and thank you to the administrators for facilitating my participation via Skype", "(Role) was made clear and supported by the internal examiner and non-examining chair." The only negative response concerned confusion as to whether the initial report should be sent to the College or to the School and we will ensure that this is made clear in the future.

1.4 Student Engagement 1. Highlight significant issues arising from student feedback, including student-staff liaison committees, course

monitoring, ESES, NSS, PTES and PRES, indicating where relevant if it relates to a specific programme.

UNDERGRADUATE:

HISTORY: a major issue from SSLCs has been course choice and a feeling that while there appears to be a wide choice of courses available this is illusory. Students felt that class sizes were too big and that effective seminars were difficult in larger classes.


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CLASSICS: in both NSS and ESES, assessment and feedback remains less well scored than other key aspects of our work; however, this is an area of gratifying improvement between 2014 and 2015 (NSS changes: +15% A&F, +41% on feedback prompt, +11% on detailed comments, but -9% on feedback clarified; the impression of improvement in perception of feedback corresponds for the most part with the 2014 - 2015 changes in ESES scores). So it looks as if we have started to find ways in which to improve student perceptions on that front. On the other hand, NSS shows a decline in the score for ‘course stimulating’ (by 11%) and in some of the management scores (-4% overall, -7% for timetable efficiency and -10% for communication of changes); we are not certain about the reasons for these changes. ARCHAEOLOGY: NSS: the ratings for Archaeology were above the University average, and comparable to Classics in the School. Overall satisfaction was up at 91% a very significant rise of 17%, and above the University average. Archaeology improved its rating among students in all but four of the NSS categories and improved in the main five categories • Assessment and Feedback (+13%) • Academic Support (+23%) • Learning Resources (+9%) • Personal development (+3%) • Teaching (+9%) These positive results were reflected in the TPR held in January 2015, however Archaeology still has room to improve especially in comparison with the results from other Russell Group Universities. GRADUATE SCHOOL: PTES: School responses for PTES were better than the College average, however they could still be improved as overall experience was down from 90% to 85%. Teaching and Learning was up from 86% to 87% (above the College average); Assessment and Feedback was up from 65% to 81% (well above the College average of 69%); Organisation and Management was up from 75% to 77% (above College average); Resources and Services up from 82 to 84% (above College average). BUT Academic Community down from 72% to 71% (but still above College average of 67%). In 2014/15 the PTES survey showed many improvements compared to previous results, especially in relation to satisfaction with ‘Assessment and Feedback’ (65% to 81%) but external examiners’ reports confirm that some staff continue to offer illegible, poorly expressed or overly brief feedback. They have also commented on some conservative marking practices which may disadvantage Edinburgh students relative to their UK peers. ACTION: In 2015-16 Programme Directors were asked to hold a group meeting early in Semester 1 with students on their programme to discuss feedback and assessment and explain the marking criteria, particularly important for those new to Edinburgh, and invite students to raise any concerns. Innovations in HCA, including a Teaching Executive Group (on which the Director of the Graduate School sits) and a‘Teaching Circle’ which will have a session on feedback and assessment in 2015-16, and a standardisation of the application of the common marking scheme in 2016/17, will support staff who wish to make improvements to their feedback and assessment. In terms of academic community, classics students are now required to write critical summaries of two of the Classics Research Seminars on Wednesday evenings as a way of encouraging post-graduate attendance at research seminars. Medieval History also requires this in relation to the CMRS seminars. It may be a model for other programmes to adopt in the future.


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PRES: Overall, the PRES report for HCA showed a marked improvement from the last time the survey was conducted in 2013 both in terms of ‘overall experience’ (71% to 78%) and within individual themes. Satisfaction with supervision had improved from 76% to 81%; with research culture from 54% to 67%; with research skills from 74% to 80%; with professional development from 65% to 79% and with the library from 64% to 76%. The creation of the post of Deputy Director with specific responsibility for post-graduate research students and the steps taken to provide support for PGRs, including the creation of new opportunities for scholarly and social interaction and new training opportunities, have undoubtedly played a major part in these improved figures in 2015. Amidst this generally upward trend, there are still a number of areas for further improvement: Research culture. Free text comments suggest variability in research culture between and within each SA. The creation of new cross-School research groups in HCA in 2015/16 may help to achieve greater consistency across the School in terms of research culture. Induction. Responses to the question: ‘I received an appropriate induction to my programme’ show improvement from 59% to 66% but this figure remains relatively low. There was a fall from 67% to 62% in positive responses to the question: ‘other than my supervisor, I know who to approach if I am concerned about any aspect of my degree programme’. Free text comments also suggested some uncertainty as to timelines and expectations. The programme for welcome week has been expanded this year and complemented by small group tea parties in weeks 6 and 7 held by the Director and Deputy Director to answer questions (especially from students who missed ‘Welcome Week’) and to encourage new research students to reflect on their working practices, goal setting and expectations of their degree programmes. A revised document setting out sources of support within HCA has been created for the graduate school wiki.

Resources. Many of the free text comments expressed a frustration with a lack of desk space and library resources. There may be more scope for explaining the rationale of desk allocations and for managing research student expectations, both in terms of work space and library resources, and this could be incorporated into induction events. There may also be scope for reviewing and consulting on the current system of rationing desk space to ensure that it continues to be fit for purpose and commands broad support among the PGR community.

Teaching experience. While satisfaction with teaching experience has increased from 40% to 50%, these figures remain low. The training programme for part-time tutors has been expanded for 2015/16 and tutors will now be included in a peer observation programme being rolled out across HCA to contribute to developing the skills of part-time tutors and embed best practice. A new part-time tutor liaison committee is being set up to take effect from November 2015 and this will provide a new channel of communication for part-time tutors. A part-time tutor mentor (0.5 FTE) has also been appointed by the School from 2016/17. Supervision. While overall satisfaction with supervision was high, in one particular area, ‘identifying training needs’, satisfaction rates were lower (67%). There may be scope for making better use of the annual review to review training needs, and this question will be looked at as part of a review of the annual review process being carried out in 2015-16.

2. Indicate action planned by the School. UNDERGRADUATE: HISTORY: Changes to the presentation of course choice information will be undertaken in AY15/16. Students will be informed about the process at an earlier stage. Popular courses will be timetabled to run more than once. There will be more 4MA courses to redress particular pressure in this area. A wider restructuring of honours courses is contemplated.


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3. Evaluate effectiveness of mechanisms used for obtaining and responding to feedback from students, including feedback from on-line non-credit courses (including MOOCs).

UNDERGRADUATE: HISTORY: For 2014/15 course questionnaires were handed out in the final sessions of honours classes and information collected. While this ensured a relatively high rate of return the data might have been compromised by the proximity of the course organiser. An electronic system is now in operation but it might not replicate the high rates of return, at least initially. It might produce better data and increase the possibility for its analysis and deployment. All honours course organisers are required to complete a CMF for each course that they teach. This form invites comment on student feedback, the views of externals and on the grade profiles of the course compared to previous iterations. These forms have been read in the preparation of this report. CLASSICS: Student feedback is discussed in Teaching Committee and then the TC’s report in departmental meetings; in addition, student feedback is both discussed and garnered in SSLC. We also get student feedback from NSS and ESES. The value of these different forms of feedback is variable and depends on the purpose for and circumstance in which the feedback is being used. It appears that attempts to improve perceptions about assessment and feedback may have been effective. Individuals’ teaching is regularly informed by students’ evaluation of it. Recent discussion suggests that different colleagues have had different experiences of the new electronic system for student feedback; we did not have a collective (Classics) view about the value of this innovation.

4. OPTIONAL: Include if wished a reflection from student representatives or other configurations of the student voice on student engagement and its effectiveness.

1.5 Annual Monitoring Course and Programme – All Credit-bearing Undergraduate and Postgraduate Taught Provision 1. Outline briefly the process for course and/or programme monitoring.

UNDERGRADUATE: HISTORY: Members of academic staff are supplied with the information from the student questionnaires and are invited to submit CMFs in response to this. The teaching of pre-Honours tutors is observed by permanent staff, followed by an appraisal of their performance as teachers. On-line course questionnaires are analysed by the Teaching Director and the results reported to the SA. In addition, these results are discussed at the annual review (appraisal) for each colleague. Issue: the move to on-line course questionnaires has seen a substantial drop in the submission rates. The SA is discussing ways of remedying the situation. CLASSICS: The subject area follows the standard course monitoring practiced in the School. We have also introduced ‘subject meetings’ for our students in S2 that allow them to identify with other students on their programme, and also provide a new window onto the student experience on our programmes. Formal programme monitoring takes place as part of the TPR process, i.e. every five years.


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2. Course level: Has annual monitoring been conducted for all credit-bearing courses? Yes.

3. If annual monitoring of courses has not been carried out, why is this, and what follow-up action is being taken?

4. Identify the key themes from annual monitoring in 2 categories:

Positives UNDERGRADUATE: HISTORY: Most course tutors are rated as (very) good. Much greater diversity of assessment types. More assessment of NWS. Use of breakout groups reporting back to main seminar (this has been used as a strategy to engage a wider range of students in relatively large classes, eg in ‘Modernity and Genocide’). Use of study groups, or autonomous learning groups (ALGs) to engage students between classes in order to improve the quality of the learning experience during the class hours (eg in the ‘Blessed Union’ and ‘Becoming Modern’). Use of a ‘twitter feed’ and blogs to encourage engagement between classes (‘Rise of the Right’, ‘Digital History’). Extensive use of student presentations, including group presentations, sometimes formally assessed, in order to diversify the range of skills being assessed (e.g. in ‘London Life’, ‘Immigration and Ethnicity’). Extensive use of ‘feed-forward’, mostly though the practice of asking students to develop their own essay topics in consultation with CO who provides extensive bibliographical advice (e.g. ‘Scotland and the Great War’, ‘Swinging ‘60s). Extensive, universal at 4MA level, use of engagement with primary material, extensive evidence of genuinely research-led teaching. A wide variety of different kinds of primary material used: visual material, art, architecture, coins, film, newsreeels and other news sources. Language workshops in courses where foreign-language material was used (‘France since 1940’). Use of archival material in Edinburgh collections such as NLS, NRS and encouraging student awareness of these collections (Highland Problems’). Site visits, eg to Abbotsford in ‘Heritage’. Visits to class by living witnesses to events being analysed (‘Britain and the Second World War). Explicit inter-disciplinarity (many courses- ‘Modern Selves’, Italy and the Mediterranean’, Post-Colonial South Asia’, ‘Post-Colonial Africa’). Range of chronological, thematic, geographical range of courses offered. Very high quality of work in the dissertation. CLASSICS: a generally high level of student satisfaction; evidence of reflective practice from staff. ARCHAEOLOGY: ?

Issues identified for improvement and how these will be taken forward:

HISTORY: Where a tutor's performance has been judged unsatisfactory, they have been encouraged to improve, or, if necessary, they have not been re-hired. All pre-Honours courses are being replaced from 2016/17 with a suite of new courses. The new curriculum has been designed with input from students, staff, external examiners and colleagues from IAD. Student demand for smaller classes and more effective seminars: reform of hons curriculum, provision of more courses at 4MA level. Some staff raising issue of student engagement and attendance: greater use of assessed NWS, group work and other forms of ongoing assessment throughout the course, not just at the end of the course. Some staff feeling that a single meeting of two hours per week is not sufficient to foster and maintain contact with the students: disseminating information about the use of ALGs and other strategies to deal with this; different structures of honours courses. Lack of background knowledge in particular areas of specialism (medieval, Spain, Asian, Latin American) when students come to Hons:


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reform of pre-Hons. curriculum to ensure that students experience a broader range of history in first and second year. Use of electronic equipment in class working against deep learning: clear guidance from Course Organizers on expectations in this area. Drop off in student attainment in formal exams: greater diversity of assessment, reduction in weight of assessment in exams; introduction of small number of courses with no formal exam. CLASSICS: some anxiety about high language marks, to be dealt with by tweaking (sic) of assessment design; some anxiety about consistency in amount of text handled in literature courses, where colleagues should follow common practice; some one-off problems associated with rapid staffing changes at the start of 2014-15 prompted discussion in Teaching Committee of how such matters might be handled in future; some felt that the profile of marks in a number of non-language Hons. courses was rather low, and this resulted in inconclusive discussion of how this might be changed; it was observed that external examiners seemed happy with assessment of these courses.

Postgraduate research

5. Outline briefly the process for monitoring student progress and for identifying any School-level issues related to student progress.

Student progress is monitored by supervisors, who have been advised to make regular notes about contact in the Engagement tab of the student’s EUCLID file. Supervisors are also reminded by the PG Office to undertake an annual review in a timely manner. These reviews are considered by the Director of the Graduate School who may ask for clarification of the research schedule, or other matters. Graduate Officers in each subject area are also responsible for liaising with staff and ensuring that when a staff member leaves the University a new supervisorial team is put in place and that the student’s progress is not adversely affected. However, when problems of communication (or other) between students and staff arise outside of the annual review period both the Graduate Officers and Director of the Graduate School may act to ensure student progress. This is an infrequent, but not unknown occurrence and there may be an argument for the establishment of PGR personal tutors. As discussed above, one point raised in the PRES survey was lower satisfaction rates (67%) in response to ‘identifying training needs’. There may be scope for making better use of the annual review to review training needs, and this question is being looked at as part of a review of the annual review process being carried out in 2015-16.

6. For the taught element of postgraduate research provision, reflect on key issues arising from

monitoring student progress and how they are being taken forward. Do not include courses where annual monitoring is reported on via Section 1.5 (Annual Monitoring UG & PGT)

Course/programme questionnaires were completed at the end of each course/programme and examined by Subject Area Officers who responded as follows:

Archaeology: Feedback from students on all programmes was overwhelmingly positive, although the feedback form return rate was disappointing. This academic year sees the introduction of online student feedback and it is hoped that this will result in an improved rate. Negative comments from students largely related to extra contact time, in the Human Osteoarchaeology and Forensic Anthropology programmes. This issue has been raised repeatedly over the years and has been addressed by the addition of regular optional supervised lab sessions in 2014/15; the number of these was increased


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again in 2015/6. The students on these programmes already get much more contact time than on other MSc programmes and it is hoped that the increased number of sessions will be welcomed by students. Two students requested a greater number of pathology samples for use in class. This issue has also has been raised previously. Unfortunately, while attempts are made to increase the range of samples used in class, because of the nature of archaeological skeletal remains, it is not possible to meet this request. During this academic year group visits to the Royal College of Surgeons of Edinburgh museum to see their pathology specimens in their collection should also result in a greater range of pathological samples that students have experience of. Most of the negative comments from the Human Osteoarchaeology and Forensic Anthropology students related to book availability. This can be a problem on such popular programmes. As far as possible multiple copies of books are ordered, with at least one copy, held in the Reserve Hub and where electronic copies are available, these are the favoured choice. Classics: The feedback received from the students this year was almost universally positive. This was an extremely good cohort with many receiving very high marks. A number of these students have progressed to PhD programmes or are applying to start PhD-level research in 2016. The accessibility of staff was particularly praised, with the Classics Research Seminars, on Wednesday evenings, being highlighted as a key venue for staff and students to interact. Coursework on the core Skills and Methods in Classics course has been re-designed to encourage students to attend these seminars and this is obviously working well. One criticism that was made by several students related to the limited range of forms of assessment. Most of the MScT courses offered in Classics are assessed by means of a single 4000-5000 word essay, with the exception of the language exams, which are assessed via class tests and a written exam. It might be worth re-considering this focus on essay writing and introduce some other forms of assessment, such as presentations, which are currently employed mainly to provide formative feedback. There were two negative comments about dissertation supervisors but the issues raised were dealt with at the time, by the Graduate Officer. Two of the Late Antique, Islamic and Byzantine Studies students wanted to see an Islamic archaeology course offered but since this degree programme is taught between this School and IMES, this issue will have to be resolved elsewhere. Poor library resources, in particular the limited availability of scholarship in languages other than English, was noted by numerous students. Most of the students who responded noted that the reasons they were attracted to Edinburgh were the number and specialisms of our academic staff, the specific degree programmes we offer (which, in the case of Late Antique, Islamic and Byzantine Studies, is unique) and the variety of courses from which they could select. It is essential that this quality in terms of both range and depth is maintained. History: Generally speaking the feedback received from our students was very positive. As every year, the weather in Edinburgh, and the buskers on Middle Meadow Walk were identified as negative parts of the student experience. All students who completed the programme questionnaire would come to Edinburgh again as students. One student cites difficulties in maintaining contact with her or his dissertation supervisor; this will be taken up with the colleague concerned. A number of students mentioned that the lectures on the methodology core course were too broad in focus, and repeated content with which they were already familiar from their undergraduate degrees. This is a recurring issue, to which there is no easy solution, as the levels of preparedness of our Master’s students differ considerably, depending on where they completed their first degree. The pathways on the methodology core course attracted much more favourable comments. One student on the MSc


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Medieval History noted that the Palaeography course offered as part of the MSc History was not advertised to her or his cohort. This seems an oversight, which will be rectified in future. Students noted that they had been attracted to Edinburgh by the reputation and ranking of University, the reputation of its academic staff, and the attractions of the city. With one exception, they all commented positively on the availability and helpfulness of staff.

7. Identify the key themes from annual monitoring in 2 categories:

See above

1.6 Internal Subject Review (TPR and PPR)

1. Attach annual report of progress with recommendations for individual reviews until all completed.

UNDERGRADUATE: CLASSICS: The Classics TPR took place in 2012. There has been no further annual reporting after the progress report was completed as required within the TPR cycle. ARCHAEOLOGY: TPR January 2015 HISTORY: TPR November 2014: annual report appended. POSTGRADUATE: PPR scheduled for 2016-17

2. Reflect on impact of actions taken to date.

1.7 Reviews by accrediting and professional bodies

1. Report any review by an accrediting or professional body which has taken place since the last annual report and confirm the outcome (attach the outcome letter or other documentation).

2. Note any recommendations or actions which have an impact beyond the School.

1.8 Collaborative Arrangements (including placements and study abroad partnerships)

1. Has the School entered into any new collaborative teaching arrangement/s in which part or all of a programme of study is provided by a partner institution either in the UK or abroad leading to an award by the University of Edinburgh either wholly or in joint names? N


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2. If Y, state title of award or nature of collaboration (e.g. new study abroad partnership), and whether notified to Governance and Strategic Planning.

3. Have any issues arisen from existing collaborative arrangements?

4. Are any changes foreseen which are likely to require changes to existing agreements? Please outline these briefly.

5. Are there any issues of wider concern to the College/University arising from collaborative arrangements?

1.9 Any other issues (optional) Reflect on any issues emerging from the School’s quality assurance processes not covered by the sections above.

2. Quality Enhancement Reflect on good practice identified through annual monitoring, student feedback/surveys or other mechanisms, including the impact of actions which have worked well and how this impact has been evaluated. Please include name of contact for follow up. CLASSICS: The SA held its regular Peer Observation of Teaching exercise in 2014-15, as well as observation of teaching assistants; colleagues have found this helpful in provoking reflection and spreading best practice. See also 1.4 above.

3. Engagement with Strategy

1. Report on key priorities as outlined in the School Learning and Teaching Enhancement Strategy and Postgraduate Research Strategy, or the sections of the School annual plan relevant to UG, PGT and PGR provision. Schools may wish to reference University priorities which influence School strategies.

POSTGRADUATE: Improve, or at least maintain PGT recruitment numbers and quality by continuing to improve programme web pages, publicise open day events, circulate e-newsletters, and provide other communications with students or applicants, including new media. There are sufficient programmes, courses, and staff to maintain numbers, and even permit a slight increase, but we will take care to continue to rationalise existing programmes and courses using the Admissions Board. We will ensure that key courses, such as the core course for all History PGTs, are improved and well-supported by all staff. Continue to increase ODL recruitment. The History ODL programme has shown marked growth


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since its establishment and there are now 140 students on the programme with scope for more. It is planned that new courses in Ancient History will be developed in 2016-17 in order to broaden the scope and appeal of the programme further. Improve PGR recruitment by maintaining or improving scholarship provision and by encouraging staff to develop institutional partnership or joint supervisorial arrangements with other institutions and universities. WEB PRESENCE: Considerable work has been done to improve the web-pages, including ensuring that news pages are regularly refreshed, and more work is planned for the near future as part of a thoroughgoing review of the School web-pages.

2. Reflect on engagement with the University’s current priority theme:

Improvement of the Student Experience, focussing the five key areas outlined in the Student Experience leaflet summer 2013: community, engagement, support, feedback and recognition.

POSTGRADUATE: In response to student concerns about ‘community’ expressed in the PRES 2013 and in line with the University’s current emphasis on ‘Student Experience’ in August 2014 the Director of the Graduate School appointed a Deputy Director with special focus on PGR students. The Deputy Director has acted to provide greater support and training for PGR students combining their studies with tutoring in the School, and has also provided opportunities for scholarly and social interaction among PGR students. In response to concerns from Graduate Students working as GH Tutors, a new Part-Time Tutor Liaison Committee was established in 2015-16. At the same time the Director of the Graduate School now organises a regular PhD supervisor training session, run jointly with IAD, and has initiated a PG Office hour.

3. How has the implementation of these recent developments impacted on staff and students?

4. Comment on potential enhancements at College or University level that could be made

to support Schools’ implementation of strategic developments, either in general or in relation to current projects (optional).

POSTGRADUATE: The University may wish to consider how it can provide greater support for PGR students. At present in this School when problems of communication (or other) between PGR students and staff arise outside of the annual review period both the Graduate Officers and Director of the Graduate School may act to ensure student progress. This is an infrequent, but not unknown occurrence and there may be an argument for the establishment of PGR personal tutors.

4. Opportunities identified for development and action

1. Reflect on matters requiring attention, with a suggestion for the action required.


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State whether the issue is for the attention of the School, College or University.

2. Outline plans for further enhancing students’ Personal Tutoring experience.

5. Engagement with annual reporting process Reflect on the structure and/or content of this report template and, where relevant, make suggestions for how it can be improved. CLASSICS: As was mentioned by my counterpart last year (Dr. Roth), it would probably be more meaningful, at any rate in our school, if this exercise were carried out at subject area level. Comment: (HCA Director of QA): each SA QA representative was encouraged to interpret the generic 'School template' as a subject area document and provide comments accordingly. It is perhaps the case that the form will need to be adapted for use at SA level and more specific guidance will have to be given to ensure that the Annual Report contains as much information as possible from all three SAs and the Graduate School. The School Reporting Template remains unwieldy and often asks for the same information in different sections. It might be an idea for the University to consider reducing the complexity of the form in order to encourage Schools to provide the information that is most useful for Annual QA purposes.

WMA/17 February 2016

Documents

School Annual Quality Assurance and Enhancement Report ... · School Annual Quality Assurance and Enhancement Report Template Purpose of Policy The policy is the University framework