Embed Size (px)
Citation preview
Unistats guidance for staff v9.5 Guidance 9i
Unistats Record Submission2018
Guidance for staff
https://www.mdx.ac.uk/about-us/policies/academic-quality/handbook 2018/2019
Unistats guidance for staff v9.5 Guidance 9i
Produced by the Academic Quality ServiceVersion 9.6
April 11
https://www.mdx.ac.uk/about-us/policies/academic-quality/handbook 2018/2019
Unistats guidance for staff v9.5 Guidance 9i
ContentsWho is this guide for?...............................................................................................................................................2
What is the Unistats Record?..................................................................................................................................2
Who do I contact if I have questions about Unistats?..........................................................................................2
What information do we report about teaching & learning methods?................................................................3
How is this calculated and what is not included in the teaching and learning activity?...................................3
How are we collecting and calculating this data?.................................................................................................3
What about programmes with module choice?.....................................................................................................4
How can we see what the programme information will be?................................................................................4
What about new modules and programmes?.......................................................................................................4
What about part time programmes?.......................................................................................................................4
Is the data we provide in a Unistats Record contractual?...................................................................................5
What is the contextual information?.......................................................................................................................5
What information about PSRB accreditation are we collecting and returning?................................................5
What is the timeline for publishing UNISTATS data?..........................................................................................6
COMPLETING THE MODULE DATA COLLECTION SPREADSHEET.........................................................6
UNISTATS Checklist................................................................................................................................................8
APPENDIX 1: TEACHING AND LEARNING DEFINITIONS...........................................................................9
APPENDIX 2: TIMELINE AND OVERVIEW OF THE UNISTATS PROCESS............................................14
Who is this guide for?
This guide is suitable for all staff but is primarily for the following:
Staff being asked by their Faculty to report on the teaching and learning methods for their modules
Staff who may be overseeing the data collection exercise and advising colleagues as well as reviewing the data once compiled.
Staff who are approving and signing off the data for submission.
What is the Unistats Record?
The Unistats Record is a comparable set of standardised information about undergraduate programmes. It is designed to aid prospective students in making their HE choices and is published across the Unistats and institutions websites which includes a ‘widget’ on the websites of HE providers in England, Wales, Northern Ireland (including FE colleges with HE provision and private institutions who subscribe to the QAA) and most of Scotland.
The Unistats data includes results for the core NSS questions, fees and financial support information, graduate destination and salary data, PSRB accreditation and information about teaching and learning methods and assessment activities. A table detailing the individual items is given in appendix.
At present a Unistats Record will only be produced for certain undergraduate programmes (similar to those which are eligible for the NSS and DLHE). This means that for the time being postgraduate, closed and overseas programmes as well as programmes of one year or less are not eligible.
We are required to submit our UNISTATS data to HESA via their submission system. HESA then add the NSS and DLHE results and generate a UNISTATS for each course. The data is approved by the Head of Institution and then published on UNISTATS with widgets on the relevant programme pages on our website. Some of the Unistats data is now required to be published on institutions websites for the same deadline.
The 2018 UNISTATS data will be published in September 2018 for any eligible programme open to applications for new entrants in 2019/20.
Who do I contact if I have questions about Unistats?
You can contact Nick Nikeforou ([email protected] ) or Katy McGowan ([email protected]) if you have any questions about UNISTATS or completing the spreadsheet.
What information do we report about teaching & learning methods?
Each Unistats Record presents by study year or stage the percentage of time a typical student spends in each of the following:
Scheduled teaching Independent study Placement, year abroad or in work based learning
The UNISTATS in appendix 2 shows this graphically.
Note: Study year or stage is not the same as academic level as students can take modules from different academic levels during different study years.
How is this calculated and what is not included in the teaching and learning activity?
Teaching & learning and assessment data is collected for individual modules and combined according to the programme structure to give the data for each study year. This means that any activity that is not part of a specific module cannot be included in UNISTATS.
The teaching and learning activity data that we require for UNISTATS, especially the scheduled activity, should always be recorded from the perspective of the student; for example it is the amount of time that they spend on an online tutorial, not the amount of time spent moderating the responses. There are other data collections which record the time staff spend in teaching and learning activities however these are not related to the UNISTATS.
The full list of teaching and learning and assessment definitions can be found in appendix 1.
How are we collecting and calculating this data?
The data collected last year has been used as a starting point to draw up a data collection spreadsheet for each School. It is this spreadsheet which is to be completed and returned to AQS.
For existing modules the information on the spreadsheet needs to be checked and if necessary updated with the information for 2018/19 (for modules starting in September 2018). If arrangements have been made to change learning and teaching hours and assessment methods for 2018/19 and these have been confirmed then they need to be reflected in the spreadsheet. The will also need confirmation of approval from the usual quality assurance processes such as modifications, and validation and review.
Modules that are no longer running and need to be deleted must be indicated as such. Please note that this does not substitute the formal process of submitting a module change form (please see se c t i on 3 o f t he L e a r n i ng a n d Q u a li t y E n h a n cement H a n d b o o k for details).
The information for new modules must be based on what is planned for 2018/19.
3
What about programmes with module choice?
Where there is module choice the calculation of teaching and learning and assessment data is done using the most popular 120 credits of modules available to students on that programme.
How can we see what the programme information will be?
The data provided by Schools for their modules will be processed and combined to give the overall proportions for each study year for each eligible programme. This is returned to Schools for review and if necessary amendment of the underlying module data.
What about new modules and programmes?
The teaching & learning data for new modules will have to be completed on the spreadsheet. As many new modules that the AQS are aware of have been included on the Faculty spreadsheets, however there is room for any new modules not already listed to be added. These will be confirmed through the validation and review process.
What about part time programmes?
Most of our undergraduate part time programmes are simply full time programmes taken on a part time basis. Where this is the case we only need to return Unistats data for the full time programme. Programmes that actively recruit part-time students will have a separate part-time Unistats which clearly identifies the different fees and the NSS and DLHE results for part time students however the teaching and learning and assessment data would still be reported in the same way as a full time programme by the FTE (full time equivalent) study year as shown in the example above.
4
EXAMPLE: BSc Maths, Physics and Computing has three compulsory modules in its first year which together equal 80 credits. Students then choose their remaining 40 credits from a further four modules each with differing credit values. In calculating which modules are included for the UNISTATS the four optional modules are ranked by the number of BSc Maths, Physics and Computing students on each and the most popular 40 credits are then chosen.
To calculate the scheduled teaching and learning proportion for the above the following calculation would then be used:
Overall proportion in scheduled teaching and learning = (Sum of (Credit value of module * Proportion in scheduled teaching and learning of module)) / 120((30*60)+(30*50)+(20*30)+(10*30)+(30*40))/120 = 45
Modules Credit value
Total number of students on the
module
Scheduled teaching and learning (%)
Independent study (%)
Placement(%)
Physics 1 (compulsory) 30 100 60 40 0Maths 1 (compulsory) 30 100 50 50 0
Computing 1 compulsory) 20 100 30 70 0Computing 2 (optional) 10 40 30 70 0
Maths 2 (optional) 30 30 40 60 0
Physics 2 (optional) 20 20 disregard
Project (optional) 10 10 disregard
Is the data we provide in a Unistats Record contractual?
Yes, the Unistats data forms parts of the pre-contract information for prospective students under the CMA guidance. When viewing a programme on the Unistats website, the student will be able to click on links (which we provide) to further information on both our website and externally. HEFCE have also written guidance to further explain the source of the data, what year it is derived from or representative of and whether it is amalgamated data.
What is the contextual information?
Within each Unistats Record certain items will have links that prospective students can click on for further information. For the teaching and learning data the further information is a link to the course pages, whereas for the items on financial support, accommodation costs or tuition fees this is a link to the general information on these areas on our website. For PSRB accreditation the link will be to the individual body’s page which details the requirements for accreditation for an individual.
This also means that programme specifications must be up to date, relevant and be available on the MDX website (http://www.mdx.ac.uk/courses/programme-specifications) Please check that the programme specification for the programme(s) you have responsibility for are listed on this page.
However, it is not only course pages and programme specifications that provide contextual information but also the module descriptors, information about former graduates, links with employers and information about student support etc. that will help to add value to the data.
What information about PSRB accreditation are we collecting and returning?
Where a programme does not have accreditation then the Unistats Record will state this. However where it does, a standard sentence will be used (which HEFCE will supply) with the type of accreditation and the PSRB name. We include in our Unistats Record return which statements and bodies apply to which courses and the relevant statements will then be on the Unistats website. The PSRB has to be one from a l i st of rec o g n i s e d bo d i e s .
PSRB information is now collected by AQS who will contact Schools in May/June to check for any updates to the schedule. The schedule will then form the basis of the Annual Report on PSRBs for Assurance Committee in September of each year. Any updates to the schedule after June should be sent to Katy McGowan ([email protected] ) and these will be added to the relevant UNISTATS courses.
The information provided last year will be circulated to school committees in April and will be asked to check and, if necessary, update or add to. If a programme is recognised by an unlisted PSRB (unlisted in the sense of UNISTATS recognition) then we will need to contact the body to check that an application has been submitted to HEFCE in order for the body to appear in the list. If the body has not applied for inclusion then we need to contact them and encourage them to do so.
5
What is the timeline for publishing UNISTATS data?
The University has until 2nd August 2018 to submit its UNISTATS data to the HESA submission system. On this date HESA will take whatever is in the system and consider it to be accurate and approved by the institution and temporarily close the system for new submissions in order to publish the data to the Unistats website. NSS and DLHE results are added by in July at which point a full data set is available.
We will be able to preview the data as it will appear on UNISTATS before it goes live to the public on 30th August 2018. Until this point we will be able to see the data set in Excel spreadsheets only.
The full timeline is available in appendix 2.
CO MPLET I N G T H E M O DU LE D A T A CO L LE C T I O N SP R E A D S H EET
The following should be read in conjunction with the module data collection spreadsheet however you should not start to complete the spreadsheet until you have read the teaching and learning definitions and the rest of this guidance document.
Only complete/amend the cells in the columns coloured blue. The others will be either prefilled with data from Academic Registry or will contain calculations.
Ideally you should work through the spreadsheet from left to right. Please do not change any of the formatting.
S c hool/Faculty & De p a rt m e nt i n f orm a tion
These columns have been pre-filled for you to check. If you correct the information then please indicate this by highlighting the relevant cell in yellow.
Modules
The modules in the spreadsheet are those that were returned last year plus any new modules that the Academic Quality Service know are planned for 2018/19.
Most modules have the teaching & learning data that was submitted last year. If the row is blank then either the module is new and the relevant data needs to be completed or it is obsolete and this needs to be indicated (see below).
New module for 2018/19
Modules that have not yet been validated or created on MISIS may have been added from APAC or validation documents. However space has been allocated at the end of the spreadsheet for schools to enter the details of any other new modules which are running for the first time in 2018/19 that are not already included.
If you have added a module to the bottom of the spreadsheet as it is new and not already listed, then please enter a ‘Y’ into this column. There is no need to enter ‘N’ for the modules already listed.
Year-long placement modules120 credit placement modules that run the length of an academic year or longer do not need to be
6
included in the data collection spreadsheet. Where a programme has a compulsory or optional placement year this will be shown at programme level on Unistats.
Obsolete moduleIf a module has been, or needs to be, formally withdrawn (rather than just being kept dormant) then please indicate this with a ‘Y’ in this column. There is no need to enter ‘N’ if not. Please indicate if a module has replaced the obsolete module for our records (if applicable).
Te ac hing a nd Le a r ni ng M e t h ods
For each module please complete the number of hours a student will spend in each of the different methods.
Definitions for each of the different methods have been provided by the QAA and HEFCE and these are given in appendix 1. Please ensure you have read these before completing the spreadsheet.
Number of hours – The number of hours must total the figure given in column G (‘Total number of hours’). This is based on the credit value of the module where 1 credit point is equal to 10 hours.
Independent study – The number of hours for independent study will be the remainder of time left after scheduled teaching and any placement/year abroad/work based learning time has been given, however this still needs to be entered manually into the appropriate column.
Placement/year abroad – If this is an optional part of the module then only give the number of hours if more than 50% of students have chosen to do a placement/year abroad.
Formative assessment – If the module contains any formative assessment then this is included as part of the teaching and learning data. Which category it will be included in will depend on the nature of the assessment and it is likely to be guided independent study.
Automatic checking –The calculation in column ‘CHECK TOTAL T&L HOURS’ will display the total number of hours based on the information entered. If this does not equal the total number of hours given in column G then the text will automatically be formatted red. Once you have finished entering the teaching and learning data please check this column to make sure that the number of hours adds up to the correct amount.
Propor t ions to be u s e d to gen e r a te prog r a mme UNISTATS
These will automatically be calculated based on the information entered for the teaching and learning methods. It will be this data that will be used for each module and amalgamated with others for each programme.
Returning Completed Spreadsheets and Sign Off
Once the data spreadsheet and website statement have been checked and any updates have been made the data can be signed off. The data spreadsheet along with the sign off form (signed by the Head of Department/Director of Programmes) must be returned to Nick Nikeforou / Katy McGowan in AQS.
AQS will then return the data in the format for publication on the website. At this stage, the sign off form must be completed by the Deputy Dean, for audit purposes.
Sign off form given in appendix 3.
7
UNISTATS Checklist
Has the data for existing modules been updated to reflect teaching in 2017-18 academic year?
Has the data for new modules been given based on what’s planned for 2018-19?
Have the following points been considered?
Compulsory workshops supervised by a technician, GAA or support staff been can be included in scheduled hours
Webinars should be categorised as guided independent study when a student can access them on demand. If a webinar is only available at a specific time, it should be included as scheduled learning.
8
APPENDIX 1: TEACHING AND LEARNING DEFINITIONS
In determining the proportion of time spent in each type of activity it is expected that institutions will use the convention that one credit point equates to 10 learning hours. Given that the time in scheduled learning and teaching activities and placements is likely to be most accurately measured, it is expected that the proportion in guided independent study will typically be derived as the number of hours remaining after taking into account hours spent in placements and scheduled learning and teaching activities. In all cases the three percentages must sum to 100.
IMPORTANT: Calculating Scheduled Hours
It is important that the hours recorded as scheduled activity for each module is an accurate reflection of the actual hours spent as directed learning. Scheduled activity can include both face to face and virtual activity, as well as drop in sessions if students are in practice free to attend such sessions (i.e. they don’t have other scheduled activity taking place at the same
time.
The QAA have developed an indicative list of learning and teaching methods, reproduced below, which can also be found online at; http://www.qaa.ac.uk/en/Publications/Documents/contact-hours.pdf
ActivityUNISTATS Category
LectureA presentation or talk on a particular topic. ScheduledSeminarA discussion or classroom session focusing on a particular topic or project. ScheduledTutorialA meeting involving one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project.
Scheduled
Project supervisionA meeting with a supervisor to discuss a particular piece of work. ScheduledDemonstrationA session involving the demonstration of a practical technique or skill. ScheduledPractical classes and workshopsA session involving the development and practical application of a particular skill or technique.
Scheduled
Supervised time in studio/workshopTime in which students work independently but under supervision, in a specialist facility such as a studio or workshop.
Scheduled
FieldworkPractical work conducted at an external site. ScheduledExternal visitA visit to a location outside of the usual learning spaces, to experience a particular environment, event, or exhibition relevant to the course of study.
Scheduled
Guided independent study ∞ IndependentWork-based learning*Learning that takes place in the workplace. PlacementPlacement ∞Learning away from the institution that is neither a year abroad nor work based learning.
Placement
Year abroad ∞Any study that occurs overseas Placement
9
* The definition has been modified from that used by the QAA to more closely align with inclusion in scheduled learning and teaching activities. The definition given is consistent with that used in student support regulations.
∞ These categories are not included in the QAA document on contact hours.
The time spent on formative assessment should be included within the calculation of learning and teaching methods. The categories in which formative assessments are included within the learning and teaching activities will depend on their exact nature. For example, a class test may contribute to both scheduled learning and teaching activities (for the time spent taking the test) and guided independent study (for the time spent revising/preparing for the test).
Lecture: A presentation or talk on a particular topicThe term 'lecture' covers everything from the traditional model, where a single member of the institution's staff or an affiliate introduces ideas or delivers facts to a group of students, to approaches that might be much more interactive, involve a variety of contributors, make use of a range of media and technologies, and take place virtually as well as in person. Lectures are assumed, in general, to involve larger groups of students than do seminars and tutorials but size will vary depending upon the nature of what is being taught, the size of the overall student cohort, and practical concerns.
Seminar: A discussion or classroom session focusing on a particular topic or projectSeminars are defined as sessions that provide the opportunity for students to engage in discussion of a particular topic and/or to explore it in more detail than might be covered in a lecture - the extent of interaction will depend on the delivery method. A typical model would involve a guided, tutor-led discussion in a small group. However, the term also encompasses student or peer-led classes with a staff member or affiliate present. As with lectures, use of technology means seminars may take place virtually. Seminars are assumed in general to involve smaller groups of students than lectures, but size will vary depending upon the nature of what is being taught, the size of the overall student cohort, and practical concerns.
Tutorial: A meeting involving one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project.Tutorials may be distinguished from seminars for the stronger emphasis that they place on the role of the tutor in giving direction or feedback. Tutorials can happen virtually as well as face-to-face.
Project supervision: A meeting with a supervisor to discuss a particular piece of work.The term 'project supervision' is used to refer to the meetings that a student or group of students would have with a supervisor, to plan, discuss, and monitor progress on a particular piece of work, such as a dissertation or extended project. Meetings can take place virtually or in person. The size of a project supervision meeting will depend upon the number of students involved in the work concerned, and the nature of that work but supervisions will frequently also take place on a one-to-one basis.
Demonstration: A session involving the demonstration of a practical technique or skillExamples might include the demonstration of laboratory skills, clinical skills, performance art or fieldwork techniques. Demonstrations can take place virtually or in person. The size of a demonstration is likely to depend upon the number of students involved in the work concerned, as well as the nature of that work, but could also take place on a one-to-one basis.
Practical classes and workshops: A session involving the development and practical application of a particular skill or techniqueExamples are wide ranging and could include a laboratory class, recital, artefact handling/identification, language conversation, sports match and so on. Practical classes and workshops might incorporate elements of teaching or guided learning, and they are at least likely to be supervised or observed.These sessions are more likely to take place in person but, depending on the nature of the subject, may also be conducted remotely.
The size of a practical class or workshop will depend upon the nature of the activity. Workshops are likely to involve at least a small group of students but practical classes could take place on a one-to-one
10
basis.
11
Supervised time in studio/workshop: Time in which students work independently but under supervision, in a specialist facility such as a studio or workshopExamples might include time spent in an art or design studio, or in a rehearsal space such as a workshop theatre. It could be timetabled or take place on an ad hoc basis. Peers as well as staff or affiliates may be involved. Due to the nature of the activity, it is unlikely to take place virtually. Supervised time in a studio/workshop might involve a group or individual.
Fieldwork: Practical work conducted at an external siteExamples of fieldwork might include survey work and other forms of data collection, excavations and explorations. The work might be unsupervised or supervised, and supervision could be provided by staff or appointed representatives. Some fieldwork may be conducted virtually. Fieldwork might be conducted in groups of various sizes, or by individuals, depending on the nature of the work involved.
External visits: A visit to a location outside of the usual learning spaces, to experience a particular environment, event, or exhibition relevant to the course of studyExamples are wide ranging and could include a visit to a business or industrial site, built environment site, museum or collection, to attendance at a performance or exhibition. These visits might be unsupervised or supervised, and supervisors could include staff or appointed representatives. Site visits may be carried out in groups of varying sizes, or by individuals, depending on the nature of the visit and the location.
Guided independent studyHigher education is distinguished from general and secondary education by its focus on independent learning. Scheduled learning and teaching activities typically feature alongside time in which students are expected to study independently, which may itself be 'guided'.
Guided independent study might include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of assessment tasks, revision, etc. The relative amounts of time that students are expected to spend engaged in scheduled activities and guided independent study varies between courses.
In all cases, students are expected to be responsible for their own learning, with appropriate support being provided by the institution.
Such support can be via a variety of means, including, for example, through the provision of study skills training, feedback on assessed work, access to libraries and learning spaces, language skills training, etc.
Placements: Learning away from the institution that is neither a year abroad nor work based learningThe term covers any learning, other than years abroad and work-based learning that takes place through an organised work opportunity, rather than in a university or college setting, and includes managed placements. Some supervision or monitoring is likely be involved, and may be carried out either by a member of staff or a mentor within the host organisation. Due to the nature of the activity, placements are unlikely to take place virtually. Students might undertake placements individually or in groups, depending on the nature of the workplace and the learning involved.
Work-based learning: Structured learning that takes place in the workplace
The definition given below differs from that included in the QAA list.
Work-based learning is a core feature of foundation degrees and may also occur in other programmes. It is a structured academic programme, controlled by the higher or further education institution, and delivered in the workplace by academic staff of the institution, staff of the employer, or both.
12
Unlike work experience, which is one element of a course such as a sandwich placement (whether for the whole or part of a year), work-based learning is at the heart of a student's learning programme and must be subject to the same level of academic supervision and rigour as any other form of assessed learning. It includes:
The imparting of relevant knowledge and skills to students Opportunities for students to discuss knowledge and skills with their tutors Assessment of students' acquisition of knowledge and skills by the institution's academic staff, and
perhaps jointly with an employer.
Work-based Learning should be regarded as substituting for learning that under other circumstances would normally take place within the institution. The inclusion of an element of work-based learning should, therefore, not extend the normal duration of a course.
Learning in the work place or other placements that do not meet the definition of work-based learning given above should be treated as placements for the purposes of the UNISTATS.
Year abroad: Any study that occurs overseasThis should include any study that occurs overseas whether for all or part of a year. Where only part of the year is studied abroad it should be weighted accordingly in determining the learning and teaching methods for the year.
CLARIFICATIONSThe following definitions or clarifications have been provided by AQS (after ensuring that they do not contradict the QAA/HEFCE definitions listed above) to assist staff and to try and ensure consistent use of terminology.
Virtual sessionsIt is useful to note that most of the teaching and learning definitions above do consider virtual sessions to be included in the definition as well as physical ones (for example an online, scheduled message board session with students and a member of staff.
13
APPENDIX 2: TIMELINE AND OVERVIEW OF THE UNISTATS PROCESS
In addition to the above the following activity will also be taking place: Working to determine which programmes will need a UNISTATS. Ensuring all other UNISTATS information is collated accurately Engaging with collaborative partners regarding public information as well as the UNISTATS Development of MISIS (including testing) to capture and report UNISTATS data Working with Quality Enhancement Managers and Officers to elicit the programme structure and
module data when new, eligible programmes are validated.
April 2018 List of modules circulated to schools for checking teaching and learning data. Circulated with guidance document.
End of May 2018 DEADLINE for return of module spreadsheets and website statements.
June 2018 Error checking module data and resolving queries.Producing programme UNISTATS data for teaching & learning and assessment
June 2018 Programme UNISTATS information circulated to Schools for checking
12 July 2018
V al i d D a t a S u b m i s s i on req u i red
UNISTATS data submitted to HESA: Financial support information – including link to contextual information PSRB accreditation information Tuition fee information
Data published to university course pages: Teaching and learning activity Assessment activity
July 2018 NSS and DLHE data to be added by HEFCE
July 2018Final checking of all UNISTATS, amendments and requests for suppression to be made if necessary
2 August 2018 Deadline for sign-off of data to be included in institutional preview
8-22 August 2018 Data available for preview on Unistats website
30 August 2018 Final deadline for sign-off prior to publication of new dataset on Unistats
3 September 2018 Update of Unistats website with 2018 dataset
14
APPENDIX 2Overview of how the process will work at Middlesex
Schoolor
Faculty
Teaching & learning and
assessment data and PSRB info
UNISTATS / website information for review
Academic Registry, AQS and Marketing
T&L and assessment data,
PSRB, accommodation costs, fees and
financial support, links to contextual
information
Output file containing
UNISTATS data for each
programme (inc NSS and DLHE) also contains
continuation and degree
classification data
HESA – UNISTATS
submission system
(Widgets & data for website)
NSS and DLHE results
UCAS
Unistats Site
HESA
Which University? &
other Independent comparison
Appendix 3
UNISTATS Data Collection 2018
Department or School data to be signed off:
_________________________________
*To be signed by the Head of Department or Director of Programmes.
I confirm that:
1) The UNISTATS data for the above School/Department has been verified and is correct
2) The UNISTATS data has been compiled in accordance with the guidance document
*Signed: ________________________________
Name: ________________________________
Position: ________________________________
Date: ________________________________
