Last updated 30/11/07 (Karen Taylor)
Faculty of Media, Art & Communications
A ROUGH GUIDE TO PITTVILLE STUDIOS
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TABLE OF CONTENTS
Number Dean‟s Statement 4-5 Pittville Organisation Chart 6 Staff Contact Details 7 Academic Organisation 8 Courses and Groups 8 Quality Assurance 8-9 Recruitment and Marketing 9-10 Faculty Committees 10-11 Research and Scholarship 11 Investors in People and Staff Development 12
ASSESSMENT Assignments 12 Examination Boards and Reassessment 13 Late Work/Extensions 14 Mark Entry 14 Mitigating Circumstances 14-17 Senior Tutor 17 Student Assignment Submission/Collection 18 Student Complaints Procedure 18 Student Information and Advice Centre (SIAC) 18 Student Records 18 Student Registration on Modules 18
GENERAL INFORMATION Unforeseen Absence 19 Administration Team 19-20 Annual Leave 20 Campus Executive 20-21 Caretakers 21 Car Parking 21 Display Screen Equipment 21 E-mail 22 Employment of Part-Time Staff 22 Expenses Claims 23 Fax Machine 23 Finance 23 First Aid 23-24 Health and Safety 24 ICT Services Department 24 Identification Card 24 Keys 24-25 Mail 25 Maintenance Issues 25
Photocopying 25 Pittville Materials Shop 25 Pittville Reception 26 Post Room 26 Room Bookings/Module Timetable Queries 26-27 Security 27 Sick Leave 27 Stationery 28 Time Allocation Schedules (Transparency Review Reporting) – 28 permanent academic staff only
PART-TIME HOURLY PAID CONTRACTS Line Management 28-29 Operational Management 29 Roles and Responsibilities 29 Contract Queries 29 Desk Space for staff on part-time hourly paid contracts 29 Payroll Queries 29 Staff Development Review (SDR) 29 Teaching Staff on Part-time Hourly Paid Contracts 30
STAFF DEVELOPMENT Professional Development Group 30 Review of Professional Practice 30 Staff Development Review 31
32 (to be Appendix 1: Faculty Plan 2008/09 to 2011/12
Jan08) Appendix 2: Faculty Plans and Targets 2006-09 – Plans and targets relating to the four University Strategic Priorities 33-39 Appendix 3: Pittville Organistion Charts 40-43 Appendix 4: Representation on University and Faculty Committees 2006/07 44-46 Appendix 5: University Regulations for Assessment 47-59 Appendix 6: Support Staff Responsibilities 2007/08 60-65 Appendix 7: Part-time Hourly Paid Staff/Casual Claim Forms 66-67 Appendix 8: Royal Mail Postage – Pittville Procedure 68-69
The Rough Guide to the Faculty is designed to help new staff find their way around our systems and methods of doing things. It also provides a reference point for more established staff. We kicked it off last year and it seems to have gone down well, so please let Lynda Taylor have any additions you may want to make. It‟s meant to be a working document, so by
the same token, let us know about things in it that don‟t work.
We had another good year last year thanks to you the staff. Clearly it was a year not without its difficulties, notably the very tight budget position which meant people and resources were stretched. However, by the end of the academic year, we had reached the point where it was possible to make new appointments in key areas, while working down our staff budget deficit to manageable proportions. This was at the expense of introducing a differential tariff for teaching hours based on numbers of students on modules, but I believe this to have been defensible, rational and transparent. The alternatives were so much less attractive and the possibility of compulsory redundancy has been lifted. All other things being equal, tight financial management should avoid its return.
In 2007/08 we enter something of a new era for academic management. Courses, Semesters and the full panoply of the Undergraduate Modular Scheme are, de facto, no more. The changes to the Academic Year mean that we can run longer and larger modules with more evenly spaced assessment, providing a more cohesive, less fragmented experience for students and tutors alike. We have yet to take full advantage of those opportunities and I will be urging Course Leaders and Directors of Studies to return to the charge on this.
We also have a new structure with Associate Deans/Heads of Departments complemented by Deputy Heads and Directors of Studies. Please refer to the organisation chart herein.
However, it would be a pretty vapid Faculty that claimed organisational change as the measure of its success. Fortunately we don‟t, for there were significant achievements, notably:
; The launch of the Cheltenham Illustration Awards
; Applications to the Faculty up 17% on the previous year
; The launch of the Popular Music degree
; The appointment of Simon Pegg as Patron of the Viewfinder Festival, which went from
strength to strength
; Notable achievements of students at D&AD and Photography exhibitions
; Accreditation by the Broadcast Journalism Training Council for BA (Hons) Broadcast
; Becoming one of only 10 English HEIs to secure the status of Skillset Media Academy
; Growing strength in research outputs across our units of assessment for RAE 2007
Apologies for any omissions.
There were a range of non-academic visitors including Sharron Davies MBE, Andy Franks (tour manager for Robbie Williams and Coldplay) and Jimmy Leach, Head of Digital Communications at 10 Downing Street plus a range of distinguished academic visitors through the increasingly successful Research Lecture series.
Next year we have plenty to do again:
; Bed in the new academic structure and take full advantage of its potential
; Make the most of being nominated a Skillset Academy
; Offer a fuller range of All Age Learning opportunities
; Distinguish ourselves in the RAE
; Complete an Academic Development Plan which fully appraises the potential for new
courses in Fashion and 3d Product Design
There have been some encouraging developments in Knowledge Exchange over the past few months with particular respect to arts & ecology and developing a regional sub-culture in music. However, our overall strategy for KE remains pretty deficient. We could actually do with a strategy to start with.
In addition the Leitch Report, with its emphasis on upskilling in the economy, will play a significantly more important part in our lives. Achieving Skillset accreditation is a great leap forward. Now we have to virtually exist cheek by jowl with Creative and Cultural Skills, the sector skills council for Art and Design to position ourselves as a prospective academy in that domain starting with the National Skills Academy.
Last but not least, we should aim to pull these initiatives together through a simple and compelling proposition.
By 2012 the Faculty should be Number 1 in the National Student Survey for all its academic areas; a short, almost laconic statement with massive implications.
Last updated 30/11/07 (Karen Taylor)
See Appendix 3
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Last updated 30/11/07 (Karen Taylor)
STAFF CONTACT DETAILS
A full on-line directory of staff is available at http://www.glos.ac.uk/contact/staff.cfm
Dan Howard Dean of Faculty (71) 4969 email@example.com Ben Calvert Head of Department, Media
Production (71) 4945 firstname.lastname@example.org Nick Sargeant Head of Department, Art & Design (71) 4971 email@example.com Anne Dawson Deputy Head of Department, (71) 5055 firstname.lastname@example.org
Communications & Media
Lynda Taylor Senior Administrator (71) 4934 email@example.com Rob Wood Campus Facilities & Administration
Manager (71) 4933 firstname.lastname@example.org
Ann Berry Admissions Administrator (71) 4935 email@example.com Marilyn Cordery Course Administrator – afternoons (71) 4928 firstname.lastname@example.org Tessa Hadley Placements Co-ordinator (71) 4931 email@example.com Mark Hayward Marketing Assistant (71) 4939 firstname.lastname@example.org Catherine Kerswill Timetable Administrator (71) 5039 email@example.com Pili Luna Administrative Assistant (71) 5058 firstname.lastname@example.org
Yolanda Megroff Student Adviser (71) 4745 @glos.ac.uk Maria Quinn Course Administrator – mornings (71) 4926 email@example.com Mary Rawson Campus Administrator (71) 4930 firstname.lastname@example.org
Research Administrator - mornings
Jayne Sedgwick Course Administrator - afternoons (71) 5016 email@example.com Sally Shaw Course Administrator – mornings (71) 4929 firstname.lastname@example.org
Pittville Materials Shop Administrator
Sue Smith (71) 4937 email@example.com Karen Taylor Administrative Assistant (71) 5354 firstname.lastname@example.org
email@example.com.Caroline Thomson Campus Receptionist – mornings (71) 4940 uk
Libby Woods Course Administrator – term-time (71) 4930 firstname.lastname@example.org
Campus Support Team
David McCarthy Head Caretaker (71) 4952 email@example.com Daphne Wellon Cleaning Supervisor (71) 4941 firstname.lastname@example.org Reception (71) 4940 email@example.com.
Security (24hrs) 07740
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The academic work of the Faculty is principally delivered through departments and course groups. The Faculty has two departments; the Department of Communications and Media Production and the Department of Art & Design. Departments are groupings of cognate disciplines which allow for dialogue and the exchange of ideas, the sharing of modules and resources and the potential to plan new, innovative, cross-disciplinary programmes. The Department of Communications and Media Production specializes in two sorts of courses; firstly, courses that have the effective communication and analysis of ideas, messages and information at its heart, including our journalism, public relations and publishing degrees, and secondly, those that are practical and creative and that provide a vocational outcome in the media industries. The latter include our film production, television and radio production, animation and interactive media and popular music programmes. The Department of Art & Design hosts our photography, fine art and design courses. Here, students can work across subjects, providing them with opportunities to develop a broad skills base.
COURSES AND GROUPS
Beneath the departments lie courses. These are named subject or discipline areas that are represented by course owned groups of 20-30 modules for undergraduate degrees, fewer for postgraduate courses. These modules are visually represented through course maps, which show students the modules on offer and map out compulsory, core and optional choices. Examples of these maps for all undergraduate and postgraduate courses can be found in following pages of the University website www.glos.ac.uk/undergraduate/index.cfm
(undergraduate) and www.glos.ac.uk/postgraduate/index.cfm (postgraduate).
The course that a student is registered for will also determine the degree title that he/she achieves (e.g. a single honours student registered in the Popular Music Course will graduate with a BA Popular Music). Course leaders lead most courses. However, where there is a group of smaller, or clearly cognate courses, these might be grouped together as a course group. For example, our Design (DE) Course groups together Advertising, Graphic Design, Animation & Interactive Media and Illustration and is led by one course leader who oversees the business of the course. Each of the courses in the group has a discipline specialist who acts as subject leader, advising the course leader on staffing issues, resources and student concerns. In groups, students may share many modules across the range of courses in it. Other groups in the Faculty include Photography/Video (PV), Fine Art (FA) and a new Print group incorporating Print Journalism, Publishing and Public Relations. Other, larger or specialist subjects are not grouped and have a course leader for a single course. They may share fewer modules with other courses.
The course is also the operational unit that is subject to University monitoring and evaluation procedures in order to secure academic standards. Quality assurance refers both to the processes and the culture that lead to the establishment and consistent application of academic standards across all University provision. The University takes responsibility for the academic standards of the qualifications that it awards. As members of the University, all academic staff have a role to play in upholding these standards.
The full University Quality Assurance Handbook can be accessed online at:
There are many ways in which these standards impact on Faculty business. The Faculty Academic Standards & Quality Committee (FASQC) takes an overview of quality issues in all courses. It also works with collaborative partners for courses that we validate elsewhere (e.g. Hereford College of Arts). It monitors, evaluates and reviews courses to ensure that academic standards are met and that quality assurance processes are duly undertaken. It also oversees the validation of new courses and the annual review cycle for all courses. It reports to the University Academic Standards and Quality Committee (ASQC) and Faculty Board. Michael
Pinfold chair‟s our committee, the membership of which is listed in Appendix 3.
Course Leaders play a key function in quality assurance. They chair their own Course Board of Studies, meeting three times a year. The membership of these includes student representatives, who report on any student-derived issues pertinent to the academic provision of the course. Course Leaders also present the assessments of the course to Standing Panels on Assessment, which check that all assessments are consistent with University guidelines that are set out in the Assessment Handbook. Course Leaders also present the marks of the course to the Course Board of Examiners, which meets in the summer. The Course Board of Examiners ensures that the assessment of students is fair, transparent and consistent. All members of the course along with an external examiner attend it. It effectively secures the marks of the course and the progress or the students within it. The University Scheme Board of Examiners then formally approves all marks across the institution. Course Leaders attend the University Scheme Board of Examiners and as a result are responsible for the overall academic quality of the course. They also have a key role in the operational management of courses and make recommendations to Faculty management on capital, staffing and other resources. At postgraduate level these functions are played by Course Leaders on taught MA programmes.
Module tutors also play a role in quality assurance, as they are responsible for the academic quality of the modules that they manage. This includes the appropriate setting of assessment in line with guidelines set out in the Assessment Handbook, which are then presented by the course leader to the Standing Panel on Assessment. Module tutors also monitor that feedback on student work is timely and appropriate and gather, evaluate and report on student feedback using standard module evaluation forms or agreed alternatives. Module evaluations and tutor responses to them are collated and discussed at Course Board of Studies. Module tutors also input all marks for their modules and are responsible for ensuring that these records are accurate and complete prior to the Course Board of Examiners. In general, all individual academic staff are responsible for the academic quality of direct teaching and learning activities that they are involved in.
RECRUITMENT AND MARKETING
Faculty recruitment is devolved to a network of admissions tutors and is overseen by Faculty management and by the central Marketing and External Relations (MER) department. Each course has an allocated admissions tutor with a proportion of their balance of duties devoted to recruitment initiatives. These include:
; Liaising with Faculty management on the setting of course targets and devising
strategies for meeting them
; Monitoring application, acceptance and conversion rates over the recruitment cycle in
line with data produced by the Faculty Admissions Administrator, Ann Berry
; Co-ordination of applicant interviews with the Faculty Admissions Administrator
; Conducting interviews with the assistance of other colleagues in their course, and
making decisions on applications
Co-ordination of open day cover within their course ;
; Attending open days with the assistance of other colleagues in the course
; Co-ordinating a minimum of two workshops per year for Aim Higher or our Compact
Schools, in liaison with University Schools Liaison Officers
Liaising with the Faculty marketing assistant on any promotional initiatives in the course ;
The Faculty Admissions Administrator, co-ordinates interview schedules with admissions tutors, invites UCAS applicants to interview and helps to problem-solve issues that emerge in the recruitment cycle. The Faculty Marketing Assistant (Mark Hayward) assists in planning open day cover and related activities. In the Faculty the admissions cycle is overseen by the Head of Department of Media Production (Ben Calvert), who reports on Faculty activity and progress to Campus Executive, the University Operational Marketing Group and The University Marketing and Recruitment Committee. He also chairs the Faculty Marketing Group.
The Faculty also produces or maintains a variety of marketing tools for undergraduate and postgraduate courses including:
; The Faculty prospectus
; The Faculty show reel/DVD
; Copy and images for the University Undergraduate and Postgraduate prospectuses
; A Faculty events guide
; Faculty pages on the University website
; Advertising campaigns (online and print) for our courses
; Maintenance of online databases for our programmes (e.g. Hobson‟s, Trotman, Hot
Courses, Prospects etc.)
; Individual course publicity
; PR for Pittville courses, news, successes, awards, achievements and events
; Marketing material for UCAS Art and Design Fairs, HE Fairs, and Media Careers Fairs
The Faculty Marketing Assistant puts the production of this work into operation on a day-to-day basis, with assistance from staff in MER. The Faculty marketing plan is the strategic document that guides these activities. Sign off and approval of all Faculty marketing material, indeed all University marketing material, is from staff in MER in line with published University style guidelines. Any queries on marketing activities should go, in the first instance, to Mark Hayward at firstname.lastname@example.org
Faculty Committees play a key function. They allow for a flow in of information, ideas and policy from the centre, and a flow out from the Faculty. There are three formal committees: Faculty Board, the Faculty Research & Knowledge Transfer Committee and the Faculty Academic Standards & Quality Committee. Committee membership is important and constitutes a serious role. Committee members are expected to attend and, if unable to do so, should seek a substitute to stand in for them. They should report back to Faculty members on