Within this section, we would ask staff and students to refer to the following Expectation shown below from the UK Quality Code. For additional guidance, reference should be made to the relevant Indicators within the stated Chapter of the UK Quality Code.
‘Higher education providers have in place, monitor and evaluate arrangements and resources which enable students to develop their academic, personal and professional potential.’
We offer a range of support and development opportunities to help students maintain and improve their wellbeing, personal and academic development, understanding of us as an institution and partner university practices, employability, and sense of community.
It is important that all parties recognise how student development is about more than helping those students with particular academic or personal difficulties. Whilst such students clearly need our assistance, the best support and development provision will engage with every student to help them to maximise their potential whilst studying with us. This means that we seek to enhance the entry skills of our students and ensure their potential is realised as well as providing ongoing support; and to continually evaluate our student support and development provision to ensure that it is viable and targeted with regard to all students on all courses.
Formal and informal student feedback is routinely collected, acted upon and built upon.
Induction plays an important role in promoting the success of our students. We have facilitated a conversation among academic and support staff and established that the two main goals of induction are:
In order to achieve these goals we have put in place a formal schema for our induction programme:
In addition to the information given during the induction session, induction activities are also embedded with the delivery of each course. Specifically, this provides:
Feedback forms are distributed and collected at the end of each induction session and are used to improve and build upon our work.
We have an Academic Strategic Plan which details academic and non-academic support mechanisms which have been designed to ensure our students can attain their full potential. While drafting and reviewing our Academic Strategy we take into consideration the indicators of sound practice and the UK Quality Code ‘Expectation’ with regards to teaching and learning support.
Figure 4 below illustrates the different forms of academic and non-academic student support which are provided outside the face-to-face classes.
To support students and provide them with an effective and high quality educational experience, the following academic and non-academic support is provided outside face-to-face classes:
All students need to appreciate that a successful undergraduate or postgraduate career will involve more than passing assessments to achieve an award. We provide a wide range of support and development services intended both to assist students in difficulty, and to improve the wellbeing, personal and academic development, understanding of partner university practices, employability and sense of community of every student.
However, it is the responsibility of every student to gain an adequate knowledge of what services are available to and appropriate for them, and to make use of these services as their individual needs and circumstances require.
In particular, students should make all reasonable efforts to prepare for and attend all of their classes and to also ensure they engage with the Personal Advice Network (PAN) and StudyPlus. PAN and StudyPlus offer invaluable opportunities for students to receive one-to-one guidance and help in all areas of their academic lives.
Additionally, students should be aware of the guidance and support that can be obtained from the Centre for Student Engagement Wellbeing and Success (SEWS). Information on PAN, StudyPlus and SEWS can be found on all students’ online learning platforms, or through a quick visit to our reception desk in Dilke House.
Students are reminded that they are likely to require references for employment or further study from their tutor, and that it is unreasonable to expect their tutors to be able to supply an adequate reference if they have not engaged in a reasonable level of interaction with them.
We formally review our operational environment through our Annual Planning Cycle to ensure that we embrace the overriding principle of continuous improvement and enhancement of the students’ teaching and learning experience, which includes the arrangements and resources which enable student development, support and achievement. The Annual Planning Cycle seeks to ensure staff and students pro-actively engage with the process and embrace the importance of the need for critical reviews of every course and institution-wide service (which includes the arrangements and resources which enable student development, support and achievement).
Our Annual Monitoring and Evaluation Report (AMERs) is the principal instrument for the routine monitoring of our activities. The AMER provides comprehensive and reliable evidence on the quality and standards of our academic provision, and on factors that impact upon that provision. It provides intelligence on current and possible future developments within a Course Team’s academic or professional community and across the Institution. The AMER collates data from students (through the Student Module Evaluation Questionnaires) and Module Leaders (through the Module Monitoring Reports).