· Web viewThematic Focus: Embedding Employability within the Curriculum. This round will focus on . e. mbedding Employability within the Curriculum. Next year (the 2016/17 round)

UG APE form version July 2016

Annual Programme Evaluation (APE)Undergraduate Programmes

This form should be completed with reference to the Guidance for Annual Programme Evaluation as soon as reasonably possible after the end of the academic year. It is not necessary to wait for data to become available; this should be added as it becomes available. The APE, and updates made to it are reviewed regularly by the PC and SSLC (see APE guidance for timetable).

Programme/ programmes covered (see guidance for effective ‘clustering’ of programmes)

Academic year under review

Programme Director/s

Key contact (only complete if a group of programmes covered by the APE)

Associate Dean (Education)

Date of next Periodic Review

Progress trackingDate received by Board of Studies

Date last reviewed by Programme Committee/ Critical Review Panel

Date last reviewed by SSLC

Partnership provisionApplicable (complete section below) Not applicable

Check all types that apply

Definitions of types: Joint Programme with non-Degree Awarding Powers (DAP) Body Joint Programme with Degree Awarding Powers (DAP) BodyFranchised Provision

Articulation AgreementAccess/Feeder

Franchised Access/Feeder

Off-site partnership delivery

Name of partner/s

Name of Partnership Co-ordinator

Academic Partnership Co-ordinator Annual Report attached

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http://www.city.ac.uk/__data/assets/pdf_file/0005/135815/city_university_london_collaborative_provision_typology.pdf

https://www.city.ac.uk/about/education/quality-manual/8-programme-evaluation-and-review


Milestones, targets and statistical dataComplete this section in relation to the four headings provided beginning with a summary of the programme’s current position against milestones and targets (see the guidance and https://www.city.ac.uk/intranet/strategy-and-planning/performance). Commentary should then be provided on significant trends, contextual factors and comparisons to sector competitors. Please also make reference to items in the action plan addressing findings from the data. As per the University’s new Vision and Strategy 2026, particular focus should be given to progression, student satisfaction and graduate prospects (which is why you are asked to consider each of these separately).

Progression/Completion

Student Satisfaction

Graduate Prospects

Other milestones, targets and statistics

Summary evaluationThis is an open space to explore the overall health of the programme over the past academic year; strengths/concerns, the cumulative impact of enhancement activity; relevant wider changes within the programme, discipline area, School and/or University; future direction, relevant and challenges; and any other areas the programme team wish to highlight. Please also include any obstacles and/or challenges to the delivery of the action plan.

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https://www.city.ac.uk/intranet/strategy-and-planning/performance


Good Practice/Supporting the Education and Student StrategyPlease use this space to report on any new developments and existing good practice. Where possible please relate these to the five Education and Student Strategy hubs of Research and Practice Informed Education, Support for Success, Career Development and Employability, City Communities and/or In the Heart of a Global City.

Hub (if applicable) Developments or existing good practice Source (e.g. external examiner report)

Thematic Focus: Embedding Employability within the Curriculum

3

http://www.city.ac.uk/about/education/education-student-strategy/heart-global-city

http://www.city.ac.uk/about/education/education-student-strategy/city-communities

http://www.city.ac.uk/about/education/education-student-strategy/city-communities

http://www.city.ac.uk/about/education/education-student-strategy/career-development-employability

http://www.city.ac.uk/about/education/education-student-strategy/support-success

http://www.city.ac.uk/about/education/education-student-strategy/research-practice-informed-education

http://www.city.ac.uk/about/education/education-student-strategy/research-practice-informed-education

http://www.city.ac.uk/about/education/education-student-strategy


This round will focus on embedding Employability within the Curriculum. Next year (the 2016/17 round) the focus will be on Assessment Strategy.

The City, University of London definition of Employability is:

City, University of London seeks to ‘empower individuals to develop the knowledge, transferable skills, attributes, self-awareness and confidence that will enable them to build rewarding careers

and make a valued contribution to society’

Use the space below to focus on how your curriculum has been explicitly designed to develop the transferable skills, attributes, self-awareness and confidence required in the industry sectors your graduates expect to enter upon graduation. This could include both the inclusion of credit bearing ‘employability modules’ and / or the adoption of a pedagogical approach which looks to proactively develop the aforementioned range of employability skills whilst teaching academic content. Please include how this has been approached in the past and if any further actions are planned in the future. (max 250 words)

In addition to this, please detail your approach to placement/work experience and student mobility opportunities if not detailed elsewhere.

Student feedback

4


Student views Please indicate student views on the current version of this document. It is good practice to ensure students have access to relevant sections of the current copy, as well as receiving the APE and on-going updates via the SSLC.

Your Voice, Our Action Changes made within the Programme as a direct result of feedback received via student surveys or other channels (e.g. SSLC): please list each area separately so that this can be used by Programme teams and at university level as part of the Your Voice Our Action campaign. Please write in student-facing language. How your (student) feedback has informed change on your course

Area (please specify)

Student FeedbackYou Said

Change Implemented We did

Impact on student experience (include student views on actions taken)

1

2

3

[Add more boxes as required to ensure all changes implemented are captured]

5


Action plan Please include a separate action plan for each programme covered by the APE.The Action Plan should be updated and added to throughout the year. This section can be cut and pasted into other documents, uploaded onto Moodle and be presented at SSLC and Programme Committee meetings to ensure that all key issues identified are followed-up with an appropriate action plan and the feedback loop is being closed off appropriately. Key committees receive the APE at designated points throughout the year to maintain an overview of progress.

Summary of actions (2015-16/ 2016-17)The action plan should summarise any incomplete actions and outline new actions arising from the evaluation process. Outstanding and new actions should be updated regularly.The guidance provides more information about what is being requested under each header.

Date and academic year

Broad area, specific issue and source

Action (please be specific and note if this is a new or ongoing action)

Person(s) responsible for action

Intended impact or actual impact of action

Support needs for implementation of action (e.g. specific service/ technology, etc.)

Deadline Status of action (e.g. complete/ongoing/long term priority)

1

2

3

4

[Add more boxes as required to ensure all key actions are noted]

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Appendix 1: Management information Management information tables should be completed as per the guidance provided in the Annual Programme Evaluation Guidance and the Technical Annex. Please read the guidance to ascertain how data relates to strategic destinations and milestones and how targets are set.

Where programmes have been clustered it may be helpful to provide data separately to ensure any differences between cohorts can be seen. Each table includes a header ‘programmes covered’ to ensure it is clear which programme/s the data relates to.

1. Progression between PartsInformation on students who progress between the different parts of a programme as follows:

a) The number of students who progress at first attempt, categorised by number and as a % of the cohort

b) The number of students who progress following resits, categorised by number and as a % of the cohort

[Please change FT/PT and month of entry or add additional rows as required]

1a – progression from Part I to Part II See https://www.city.ac.uk/intranet/strategy-and-planning/performance for School and subject specific milestones

Programme/s covered

Student Cohort(mode of study, start month)

Progression from Part I to Part II at first attempt

Progression from Part I to Part II following resits

Number % of cohort Number % of cohort

2013-14 year of entry (FT, September)


Total progressing 2013-14







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1b – Progression from Part II to Part IIIProgrammes covered

Student Cohort(mode of study, start

month)

Progression from Part II to Part III at first attempt

Progression from Part II to Part III following resits

Number% of cohort

Number% of cohort










2. Reasons for student withdrawals/transfersReasons students withdraw or transfer from the programme/s, categorised by the year in which the student is studying and by the year of study (e.g. Part I, II or III).

[Please delete unused rows]

Programme/s covered

Reason for withdrawal/transfer*

Within academic year/year of study

TOTAL

2013-14 2014-15 2015-16

Pt I

Pt II

Pt1 II

I

Pt I

Pt II

Pt II

I

Pt I

Pt II

Pt II

I

Academic Fail

Transferred (changed cohort)

1

8


Health Reasons

Death

Financial

Funding no sponsor

Funding no support

Deregistered

Other personal

Child Care Responsibilities

Personal Family

[Record] Written Off

Exclusion

Employment

Other

Other – Course

Other – University

Other – Refused to give reason

Internal Transfer (changed course)

Other – Wrong course

Unknown

TOTAL

3. Graduate destinationsDestinations of students from the programme following graduation (data is provided for students graduating the year previously). Programmes which have more detailed data (e.g. particular employers) may wish to include this as well.

See https://www.city.ac.uk/intranet/strategy-and-planning/performance for School and subject specific milestones

Programme/s covered

Graduate Destination

Graduation yearTOTAL

2012-13 2013-14 2014-15

Employed

Self-employed

Voluntary employment

Unemployed

Further study

Other

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Unknown

TOTAL

4. Admissions data – applications Applications from prospective students categorised according to applicant fee status and overall number of applications each year.

Programme/s covered

For entry in:Fee status

TOTALUK & EU Overseas Not Assigned* Under review

2013-14

2014-15

2015-16

5. Admissions data – intakeStudent intake categorised according to student fee status and overall student intake each year.


Programme/s covered

Student Cohort(mode of study, start month)

Fee statusTOTAL

EU Home Overseas


Total entering 2013-14





6. Admissions – qualifications on entryNew students categorised according to highest qualification gained prior to entry to City.

Programme/s covered

For entry in:

Qualification typeTOTAL1st UK

DegreeFoundation

CourseMix A'/

GNVQ 3Other Not

KnownNot

Assigned

2013-14

2014-15

2015-16

TOTAL

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7. Degree class distributionInformation on students’ degree classifications

See https://www.city.ac.uk/intranet/strategy-and-planning/performance for School and subject specific milestones


Programmes covered

Student Cohort(mode of study, start

month)First

Upper Secon

d

Lower Secon

dThird

Lower qual* (Ord,

DipHE, CertHE)

Not assigned TOTAL


2010-11 year of entry

(FT, September)


(FT, September)


(FT, September)

Total graduating 2013-14

2012-13 year of entry(FT, September)


(FT, September)


(FT, September)


(FT, September)


2013-14 year of entry(FT, September)


(FT, September)


(FT, September)

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(FT, September)


*if any of these are awarded, please state which qualifications have been awarded

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Appendix 2a - NSS targets and actions

See https://www.city.ac.uk/intranet/strategy-and-planning/performance for School and subject specific milestones. It is recommended that programme teams set an overall target for each section (rather than one for each question), unless there is a specific ‘outlier’ question significantly different to the remainder of the section. The action plan should address areas where the programme is below its target.

Programme/s covered

NSS Question 2015 score

2016 target score

2016 actual score

Action Plan (please specify relevant action no/s)

2017 target score

Teaching on My Course1. Staff are good at explaining things

2. Staff have made the subject interesting

3. Staff are enthusiastic about what they are teaching

4. The course is intellectually stimulating

Assessment and Feedback 5. The criteria used in marking have been clear in advance

6. Assessment arrangements and marking have been fair

7. Feedback on my work has been prompt

8. I have received detailed comments on my work

9. Feedback on my work has helped me clarify things I did not understand

Academic Support10. I have received sufficient advice and support with my studies

11. I have been able to contact staff when I needed to

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Programme/s covered

NSS Question 2015 score

2016 target score

2016 actual score


2017 target score

12. Good advice was available when I needed to make study choices

Organisation and Management 13. The timetable works efficiently as far as my activities are concerned

14. Any changes in the course or teaching have been communicated effectively

15. The course is well organised and is running smoothly

Learning Resources16. The library resources and services are good enough for me needs

17. I have been able to access general IT resources when I needed to

18. I have been able to access specialised equipment when I needed to

Personal Development19. The course has helped me to present myself with confidence

20. My communication skills have improved

21. As a result of the course, I feel confident in tackling unfamiliar problems

22. Overall satisfaction

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Appendix 2b – Your Voice 1 targets and actions See https://www.city.ac.uk/intranet/strategy-and-planning/performance for School and subject specific milestones. It is recommended that programme teams set an overall target for each section (rather than one for each question), unless there is a specific ‘outlier’ question significantly different to the remainder of the section. The action plan should address areas where the programme is below its target.

Programme/s coveredYour Voice 1 Question 2015

score2016 target score

2016 actual score


2017 target score

Teaching on My course1. Staff are good at explaining things













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Programme/s coveredYour Voice 1 Question 2015

score2016 target score

2016 actual score


2017 target score






Personal Development19. The course is helping me to present myself with confidence

20. My communication skills are improving

21. The course is helping me to tackle unfamiliar problems


Your Transition to University

The course information I received before I arrived gave me a good idea what to expect

The course induction helped me understand what would be expected of me

My experience of my course so far is what I had hoped for

Student Engagement (new questions likely to feature in revised NSS)My course has challenged me to achieve my best work

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My course has provided me with opportunities to explore ideas or concepts in depth

My course has provided me with opportunities to bring information and ideas together from different topics

My course has provided me with opportunities to apply what I have learnt

Your University Life: Students' UnionThinking of all the services, including support, activites and academic representation provided by the Students' Union, to what extent do you agree with the following statement: I am satisfied with the Students' Union

The Students' Union Programme Representative system offers good academic representation

The Students' Union offers a good range of activities, clubs, societies and events

The Union Support Service (USS) offers a good level of support

Your University Life: The UniversityI feel part of the community on my course/discipline

I can find suitable space in the University to socialise with other students

I am satisfied with the catering provisions and the quality of catering provided on campus

I can access the information I need as a student

I can access the support I need as a student

I feel positive about being a student at City University London

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Appendix 2c – Your Voice 2 targets and actions

See https://www.city.ac.uk/intranet/strategy-and-planning/performance for School and subject specific milestones. It is recommended that programme teams set an overall target for each section (rather than one for each question), unless there is a specific ‘outlier’ question significantly different to the remainder of the section. The action plan should address areas where the programme is below its target.

Your Voice 2 Question 2015 score 2016 target score

2016 actual score


2017 target score

Teaching on My Course1. Staff are good at explaining things













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2016 actual score


2017 target score






Personal Development19. The course has helped me to present myself with confidence

20. My communication skills have improved

21. As a result of the course, I feel confident in tackling unfamiliar problems


Student Engagement (new questions likely to feature in revised NSS)My course has challenged me to achieve my best work

My course has provided me with opportunities to explore ideas or concepts in depth

My course has provided me with opportunities to bring information and ideas together from different topics

My course has provided me with opportunities to apply what I have

19



2016 actual score


2017 target score

learnt

Your progress and future I am confident about my progress on my course so far.

I have a clear understanding about what is expected of me on the course next year.

Helpful advice and support is available to me about career options

Your University Life: Students' UnionThinking of all the services, including support, activites and academic representation provided by the Students' Union, to what extent do you agree with the following statement: I am satisfied with the Students' Union

The Students' Union Programme Representative system offers good academic representation

The Students' Union offers a good range of activities, clubs, societies and events

The Union Support Service (USS) offers a good level of support

Your University Life: The UniversityI feel part of the community on my course/discipline

I can find suitable space in the University to socialise with other students

I am satisfied with the catering provisions and the quality of catering provided on campus

I can access the information I need as a student

20



2016 actual score


2017 target score

I can access the support I need as a student

I feel positive about being a student at City University London

21

Documents

· Web viewThematic Focus: Embedding Employability within the Curriculum. This round will focus on . e. mbedding Employability within the Curriculum. Next year (the 2016/17 round)