eagenda280207_000

UNIVERSITY OF ABERDEEN



SENATUS ACADEMICUS

28 February 2007

University Office

King‟s College

OLD ABERDEEN



February 2007



A meeting of the Senate of the University of Aberdeen will be held in the King‟s Conference Centre on Wednesday

28 February 2007 at 2.00 p.m.



Lunch will be available in the James McKay Hall from 1.30 p.m.



Staff and student members of the University are permitted to observe meetings of the Senate. Those wishing to do

so will only be admitted on production of a valid current University Identity Card on the understanding that no

intervention or lobbying can be permitted from non-members. Where items of confidential business are to be

considered, non-members will be required to withdraw.



S Cannon

Secretary



Apologies should be submitted to the Registry: extension 3505 or e-mail a.m.davidson@abdn.ac.uk



AGENDA



1 Approval of minutes of the meeting of the last meeting



2 Statement by Principal



3 Update on RAE 2008: Planning and the Future of Research Assessment

SEN06: 07

4 Annual Report from the University Committee on Teaching and Learning: 2005-2006

SEN06: 08

5 Undergraduate Student Retention

SEN06:09

6 Items for routine approval (see attachment)



7 Items for information (see attachment)





Notes



Formal Business and Questions for the Principal



Any member of Senate wishing an item for routine approval or for information to be brought forward for discussion or to propose

an amendment to the Minutes of the last meeting or to put a question to the Principal on general matters is asked to email the

Academic Registrar no later than 5.00 p.m. on Monday 26 February 2007, indicating the reasons for their request.









1

UNIVERSITY OF ABERDEEN



SENATUS ACADEMICUS

Wednesday 28 February 2007



6: Items for routine approval

6.1 Report from the University Committee on Teaching and Learning



The Senate is asked to approve, for its part the recommendations of the University Committee on

Teaching and Learning from its meetings of 8 December 2006 and 2 February 2007. These

recommendations address the following issues:



 An amendment to the policy on double marking of summative assessments at Honours and

Postgraduate Taught levels;

 Various changes to degree regulations.

 Amendments to the guidance on who may invigilate University examinations.

SEN06: 10

7: Items for information



7.1 Report from the University Court



The Senate is invited to note the actions taken by the University Court at its meeting on 12 December

2006.

SEN06: 11

7.2 Report from the University Committee on Teaching and Learning



The Senate is invited to note the actions taken by the University Committee on Teaching and Learning at

its meetings on 8 December 2006 and 2 February 2007. The main items for information are:



 Graduation dates and allocations of students for July 2007.

 Minor revisions to various guidance notes in the Academic Quality Handbook to include guidance

on defamatory or derogatory comments.

 Minor revisions to ensure consistency in regard to the grounds of appeal in the Guidance Note on

Student Complaints.

SEN06: 12

7.3 Report from the Academic Standards Committees



The Senate is invited to note the changes to the list of courses and programmes approved by the

Academic Standards Committees at their recent meetings, available at

http://www.abdn.ac.uk/senastracking/report/



7.4 Timetable for Election of non ex officio members to the Senatus Academicus and of Senate

Assessors to the Court and JPFEC.



The Senate is invited to note that the Senate Business Committee approved the timetable for the election

of non ex officio members to existing vacancies on the Senatus Academicus and election of Senate

Assessors to the Court and JPFEC.

SEN06: 13

7.5 Membership of the Museums, Collections and Galleries Committee



The Senate is invited to note that the Senate Business Committee approved the appointment of Mrs W

Pirie as a member of the Museums, Collections and Galleries Committee with immediate effect, vice Mr P

Haley.



7.6 Ordinance on Use of Surplus Endowment Revenue



The Senate is invited to note that the Ordinance on the Use of Surplus Endowment Revenue was passed

by HM in Council on 7 February 2007.



7.7 Graduations In Absentia



The Senate is invited to note that details of those qualified to receive degrees, diplomas and other awards

who have applied to have them conferred in absentia may be obtained in the Registry.

2

UNIVERSITY OF ABERDEEN



SENATUS ACADEMICUS



Minutes of the meeting held on 22 November 2006



Present: Principal, Professors Logan, Houlihan, Ms C Macaslan, Professors Gane, Haites,

Rodger, MacGregor, Sleeman, Buckland, Macinnes, Jordan, Chandler, Hughes,

Secombes, Dr P McGeorge, Professors Imrie, Salmon, Cotter, Walkden, Robinson,

Mordue, Dr P Edwards, Mr MJ Radford, Professor WF Long, Dr P Schlicke, Mrs L

Stephen, Professor G Burgess, Mrs W Pirie, Mr A Arthur, Dr D Molyneaux, Dr WD

McCausland, Mr WTC Brotherstone, Dr WG Naphy, Dr J Schaper, Mrs G Kirkpatrick, Dr J

Ravet, Mrs A Valyo, Dr S Lawrie, Mr SC Styles, Mr N Curtis, Dr AD King, Dr J Sternberg,

Dr A Jenkinson, Dr D Scott, Dr M Boroujerdi, Dr J Liversidge, Dr T MacFarlane, Dr ER

Van Teijingen, Dr HM Wallace, Dr G Walsh, Dr P Benson, Dr R Bull, Professor JA

Anderson, Dr WTA Harrison, Dr MR Masson, Dr J Skakle, Dr SP Townsend, Dr RPK

Wells, Mr R Miller, Mr J Hardy, Mr D Bernard, Mr O Lash-Williams, Mr J O‟Neil, Mr C

Ross, Mr S Ochola, Miss J Murray and Miss S Trofino.



Apologies: Professors Bruce, Sharp, Fraser, Flin, Saunders, Ms M Pearson, Professor P Duff, Dr J

Forbes, Mrs ML Ross, Professors Wallace, Lurie, Levi, Miss C Adelhart and Miss L

MacDonald.





MINUTES OF THE MEETING HELD ON 22 NOVEMBER 2006



1. The minutes of the meeting of 14 June 2006 and of the In Absentia and In Person Summer 2006

Graduation Ceremonies were approved.





STATEMENT BY PRINCIPAL– A CURRICULAR REVIEW?





2.1 The Principal welcomed members, especially those attending the Senate for the first time. He

reminded members that this was the first meeting of Senate with the revised composition

following the Senate Effectiveness Review.



2.2 The Principal opened by acknowledging the recent sad events with the death of a student and a

recent graduate in a climbing incident. He informed members that he had written to their families

to express the University‟s condolences. He further noted the recent death of Professor Sandy

Mather from Geography. He had made significant contributions during his time at the University

and would be missed. The Principal had written to his family on behalf of the Senate.



2.3 The Principal drew attention to the recent opening of the Hub.



2.4 The Principal outlined the background to a proposed review of the University‟s curriculum. In

opening this discussion, he acknowledged that the University community was currently heavily

focused on the forthcoming RAE exercise. This debate was therefore setting the scene for a

review which would take place after the RAE.



2.5 He acknowledged that there had already been many significant developments in the University

such as the increasingly high calibre of academic staff following recent Sixth Century

appointments and the ongoing work on the University‟s estate. Given these developments, and

the forthcoming RAE deadline, it seemed timely to focus on teaching and learning.









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2.6 The Principal drew members‟ attention to a recent review of the curriculum undertaken by the

University of Melbourne – „The Melbourne Model‟. This resulted in a major restructuring of

Melbourne‟s academic provision. Harvard University had also undertaken a similar review, and

both universities had gained much attention as a consequence. The fundamental question to be

addressed as part of a curriculum review would be the intellectual content of our programmes.

For example, should our students be exposed to a broad range of contemporary topics, with the

curriculum covering issues such as contemporary politics and public policy, literacy and

numeracy, cultural relations and ethical awareness, and competency in reasoning, so that

Aberdeen graduates could be distinguished by having a broad as well as an academically

stimulating and challenging education?



2.7 He encouraged staff to embrace this proposed review and to think radically. He reminded the

Senate that this initial debate was simply a „trailer‟ and that he would be taking this forward with

the Heads of College in the meantime, with a view to initiating more active debate in Schools and

Colleges towards the end of the academic year.



2.8 There followed some discussion on the proposed curricular review, the main points of which are

summarised below:-



(i) Student support was a key issue especially in terms of retention. The way in which we

provide pastoral care may also require review. Was there a place for greater use of

electronic advising which would leave time for a more pastoral role for Advisers?

(ii) Student involvement in the review would be essential

(iii) One way to achieve distinctiveness of the Aberdeen degree would be through using the

extra year to develop good citizenship in our graduates.

(iv) Consideration should be given to ensuring academic staff were appropriately rewarded

for non-research activities. It was noted in regard to this point that significant moves had

already been made to ensure promotion criteria recognised all aspects of staff‟s

responsibilities.

(v) The placement of the learner in the centre of the process would be critical. The review

would need to address not just what and why we teach but also how. Flexibility of

provision and the international dimension of our degrees would also need to be

considered.

(vi) An Honours degree was currently seen as the normal end point for most undergraduates.

Some students exited with a lower award, having reached their full potential. We should

give consideration to the need to place greater value on these lower awards.

(vii) Financial pressure was a key factor in student retention. Consideration should be given

to addressing the issue of tuition fees and student hardship.



2.9 In drawing the debate to a close, the Principal outlined the likely time-line for the review. Some

further thoughts would be brought back to the Senate later in the academic year, with a view to

being taken forward in 2007/08. It was noted, however, that any changes made could take

several years to implement.





THE YEAR AHEAD: ORAL REPORT FROM THE SENIOR VICE-PRINCIPAL



3.1 The Senior Vice-Principal presented a summary of the key issues that Senate would be

addressing throughout the year and in coming years. In doing so, he reminded members that a

key role of the Senate was to help shape the strategic direction of the University. The Senate

Business Committee had, inter alia, responsibility for shaping the Senate agenda and had

agreed the key issues for debate at forthcoming meetings, as summarised below:



February - Discussion in regard to the University‟s RAE profile and the

shape of its submission, plus a forward look beyond the

RAE.



May - The University‟s Strategic Planning process and further

debate and clarity in regard to the forthcoming curricula

review.

4

June - Annual reports from Heads of College.



3.2 The University had completed a major restructuring of its academic base and a very successful

phase of the Sixth Century Campaign, which had included a major change in the academic

profile, both at professional and more junior levels. A major challenge would be to continue to

seek to drive up the quality of recruitment to attract the brightest and best staff and students.



3.3 On the teaching agenda, there would be significant debate on the curriculum, together with

consideration of issues of widening access and employability.



3.4 Student recruitment had had its positive points, with enhanced postgraduate research numbers

showing a year on year increase, the 06/07 forecast out-turn being 9% higher than in 05/06.

International recruitment had also recovered from the previous year‟s dip with a forecast out-turn

20% higher than 05/06. There did, however, remain challenges in home undergraduate and

postgraduate taught admissions. Market competition was also increasing. This, together with

the demographic downturn in Scotland (and in England post 2011), the impact of variable fees in

England, the declining home postgraduate taught market and increasing competition for

international students would pose significant challenges in recruitment in coming years.



3.5 The Scottish Funding Council (SFC)‟s review of teaching and funding was due to take effect in

2010. As part of this, the University would begin a Transparency Review of Costing for Teaching

TRAC(T) which would inform the SFC Review.



3.6 In terms of infrastructure, there was a vibrant capital investment programme of c. £250M. The

Hub and the Central Heating station were almost complete. Looking to the future, key projects

include the new Library, the Regional Sports Faculty and the Matthew Hay Project. Other areas

of work included the ACES project with the Macaulay Institute together with the developments in

the Cruickshank Building, Zoology, the Fraser Noble Building, Luthuli House and Oceanlab,

which had been funded by the Science Research Infrastructure Fund (SRIF) and the Learning

and Teaching Infrastructure Fund (LTIF).



3.7 The Vice-Principal (Research & Commercialisation) gave a summary of the current RAE

exercise. A brief summary paper having been circulated to members in advance of the meeting

(copy filed with the principal copy of the minutes). The RAE deadline was one year away and, to

date, significant progress had been made. In particular the College-led peer reviews had been a

challenging but most collegiate process. He acknowledged thanks to all those who had

participated in this process for their hard work and time. He highlighted recent activities, as

summarised below:-



(i) Subject-informed peer review of all draft RAE submissions, primarily concentrating

on draft RA5s (the narrative part of submissions, covering research environment,

esteem factors and individual circumstances).

(ii) Re-runs of Briefing Workshops on Equality and Diversity in the RAE Submission

Process and the University Code of Practice (November and December).

(iii) Development of the Policy for the Selection of Staff for Submission to RAE2009

(to be read alongside the Code of Practice on Equality and Diversity in the RAE

Submission Process.

(iv) Development of a Personal Circumstances Form.

(v) Developments of the Publications Database, including improved reporting options,

the addition of a field to store a Digital Object Identifier to link journal articles to

electronic versions held on publisher websites.

(vi) The establishment of a Publications Database User Group.

(vii) Testing the pilot RAE Data Collection System.



3.8 The Senior Vice-Principal highlighted other key issues in regard to the research agenda,

including the UK Research Councils consultation which was aiming to reduce the significant level

of peer review expenditure; the future Rowett merger and the benefits that this and other areas of

pooling and collaboration would bring; and, the role of commercialisation.



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3.9 In summing up, Professor Logan highlighted the challenges there would be for the future:-



(i) Student Retention v Recruitment

(ii) The Global market and the need to maintain a market share of students and

research.

(iii) Identifying alternative funding sources and protecting current sources.

(iv) The impact of variable fees in England and the possibility that the cap would be

lifted in 2010.

(v) The Efficient Government Agenda.

(vi) The Institutional Mission.





ADMISSIONS REPORT



4.1 The Vice-Principal (Learning & Teaching), in introducing the Admissions Report (copy filed with

the principal copy of the minutes), highlighted some key points, as summarised below:



(i) Home and EU undergraduate admissions targets had been met in some areas but

challenging targets had been set for the Degrees of MA and BSc and there had

been some shortfalls in these areas.

(ii) There had been an increase in undergraduate applications but a lower than

expected number had eventually registered. Work was currently ongoing to

investigate the reasons.

(iii) Overseas first degree admissions had seen an increase as was also the case with

EU applications (including SOCRATES). International students now made up a

significant proportion of the University‟s intake. This raised key issues in terms of

support and induction.



4.2 The Vice-Principal (Research & Commercialisation) then gave an overview of postgraduate

admissions, highlighting the following main points:



(i) In regard to postgraduate taught admissions, home applications continued to be

problematic and, consequently, Heads of Graduate Schools were working to fill

the shortfall in funded places through January admissions. They would also be

working to develop new programmes with enhanced attractiveness.

(ii) Postgraduate research admissions were buoyant, with an increase of more than

100 postgraduate research students. More than 250 students had commenced

this year, including many from overseas. This increase in Postgraduate research

students was most encouraging, with the University now having a significant

postgraduate research population of almost 1000. It was felt this increase

reflected and supported the enhanced intellectual calibre of the University

community.









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REPORT FROM THE UNIVERSITY COURT

(27 June, 12 September & 31 October 2006)



1. Draft Resolution No of 2006

[James Clerk Maxwell Chair of Mathematical Physics]



5.1 The Senate, for its part, approved the draft Resolution [James Clerk Maxwell Chair of

Mathematical Physics] (copy filed with the principal copy of the minutes) and agreed to forward it

to the General Council and to make it generally available in terms of Section 6 of the Universities

(Scotland) Act 1966



2. Draft Resolution No of 2006

[Regius Chair of Humanity]



5.2 The Senate, for its part, approved the draft Resolution [Regius Chair of Humanity] (copy filed with

the principal copy of the minutes) and agreed to forward it to the General Council and to make it

generally available in terms of Section 6 of the Universities (Scotland) Act 1966.



3. Progress of Resolution No 246 of 2006

[Degree of Doctor of Engineering]



5.3 The Senate noted that the Court had approved Resolution No 246 [Degree of Doctor or

Engineering] that had previously been approved by the General Council and the Senate.





4. Progress of Ordinance No 137 of 2006

[Use of Surplus Endowment Revenue]



5.4 The Senate noted that the Court had approved Ordinance No 137 [Use of Surplus Endowment

Revenue] that had previously been approved by the General Council and the Senate prior to

submission for approval by Her Majesty in Council.



5. RAE Selection Policy



5.5 The Senate noted that the Court had approved a Policy for the Selection of Staff for Submission to

RAE 2008.



5.6 The Policy had been developed by the RAE Steering Group to supplement the University's Code of

Practice on Equality and Diversity in the RAE submissions process. The Policy had been

considered by the Committee on Research, Income Generation and Commercialisation.





REPORT FROM THE UNIVERSITY COMMITTEE ON TEACHING AND LEARNING

(27 OCTOBER 2006)

1. Term Dates



6.1 The Senate noted that the University Committee on Teaching and Learning had approved the

Dates of Term for 2007-2008, and provisionally those for the sessions to 2016-2017 (copy filed

with the principal copy of the minutes).



2. Exam Deadlines



6.2 The Senate noted that the University Committee on Teaching and Learning had approved the

latest dates for the return of examination results for session 2006/07 (copy filed with the principal

copy of the minutes).









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3. Changes to Supplementary Regulation 8 for the Professional Graduate Diploma in

Education (PGDE)



6.3 The Senate noted that the University Committee on Teaching and Learning had noted changes

to the PGDE regulations that had been approved by the Convener of the UCTL during the

summer. The changes, shown in bold italics below, were made to clarify, and make more

explicit, the procedures leading up to programme termination and to bring the regulation in line

with Supplementary Regulation 7.



“Candidates on the PGDE (Secondary) programme whose performance is judged to be

unsatisfactory in either (but not both) of School Experience 1 and School Experience 2,

as detailed in the Schedule of Courses appended to these regulations, may be allowed to

progress and make good any unsatisfactory performance in the immediately subsequent

period of School Experience. If performance is judged to be satisfactory in that

subsequent period, credit will be awarded for School Experience 1 or School Experience

2 as appropriate. Candidates who fail to complete satisfactorily School Experience 3

may, exceptionally, be given an opportunity to repeat School Experience 3 with the

permission of the Director of Undergraduate Programmes (Education). Candidates

whose performance is judged to be unsatisfactory in two periods of School

Experience are not normally allowed to progress; and termination of their

candidature will be recommended.”



4. Graduation Dates



6.4 The Senate noted that the University Committee on Teaching and Learning had noted the dates

and allocation for the November ceremonies as summarised below, which had been approved by

the Convener of the UCTL during the summer:



Friday 24 November at 11 a.m. – Higher Degrees in Arts & Social Sciences



Friday 24 November at 3 p.m. – Higher and First Degrees in Science



Saturday 25 November at 11 a.m. - First Degrees in Arts & Social Sciences and First and

Higher Degrees in Education, Engineering, Divinity, Law

and Medicine



5. Response to the Second Consultation on UK Honours Degree Classification



6.5 The Senate noted that the University Committee on Teaching and Learning, for their part, had

approved the University‟s response to the Second Consultation on UK Honours Degree

Classification (copy filed with the principal copy of the minutes). The Committee did not,

however, support the current proposal from the Burgess Group, that the summative classification

system within the UK be further simplified to Pass/Fail, together with a combined Diploma

Supplement and Transcript. The Committee stressed its view, that whichever system was

adopted by the sector, institutional autonomy to determine how classifications were arrived at,

should be maintained. It was noted that the current system enabled a diverse approach to

assessment in order to derive degree class, but the use of the External Examiner system

ensured a level of inter-institution consistency. The Committee did not wish to see a change to

this position.



6. Monitoring Students’ Progress and Class Certificate Refusal



6.6 The Senate noted that the University Committee on Teaching and Learning had approved the

criteria for consideration of students‟ appeals against (i) being deemed withdrawn through student

monitoring and (ii) class certificate refusal. The UCTL had been asked to determine the

procedures to be followed and the criteria to be used in such cases, by the Senate in May 2006.

The Committee noted that concern had been expressed by a Head of School that the guidance

given on the revised combined system of monitoring and class certificates made the process

seem overly complex, and that there was still some confusion over the timings of the various

8

events within the process. It was agreed that the Registry would work with the School concerned

to clarify the situation.



7. Advisory Board on Learning & Teaching



6.7 The Senate noted that the University Committee on Teaching and Learning had received a paper

on the proposed remit and membership of the Advisory Board for Learning & Teaching. The

Committee had noted that the Advisory Board was being proposed to facilitate the strategic

planning process, in particular to enable alignment of institutional plans with those of the three

Colleges. It was intended that the Board would identify items for strategic discussion which

would be brought to UCTL. Whilst the Committee welcomed the proposal to bring together many

of the subgroups formerly overseen by the UCTL, concerns were expressed that the UCTL‟s role

should not appear to be diminished. It was agreed that it should be made clear in the remit of the

Board that its role is purely advisory, and to bring forward ideas for further debate, and that the

UCTL remained the decision-making body. The proposed membership was discussed. A

revised remit and membership was circulated to the Committee, which approved the

establishment of the Advisory Board as a formal Sub-Committee of the UCTL.



8. Guidance Note on Student Complaints



6.8 The Senate noted that the University Committee on Teaching and Learning had approved

amendments to the Guidance Note on Student Complaints made further to issues arising during

a recent complaint hearing. These changes had been proposed to ensure that it is clear that the

University would not tolerate the use of defamatory or derogatory comments during the

complaints process. Changes to other Guidance Notes would now be brought forward to ensure

consistency.



9. Enhancement-Led Institutional Review Follow-Up Report



6.9 The Senate noted that the University Committee on Teaching and Learning had noted the

Enhancement-Led Institutional Review Follow-up Report which was submitted to the Quality

Assurance Agency (QAA) in September 2006. The report included commentaries submitted by

the three College Directors of Teaching and Learning on actions taken over the past year. The

Committee noted that the submission of the follow-up report was required on the first anniversary

of the publication of the ELIR report. The Committee further noted that the Follow-up Report

formed the basis of discussions at the QAA‟s Annual Visit on 11 October 2006 when an Assistant

Director form the QAA Scottish Office visited the University.



10. Annual Institutional Statement on Internal Review Activity: 2005/06



6.10 The Senate noted that the University Committee on Teaching and Learning had noted the annual

Institutional Statement on Internal Review Activity: 2006/05 which had been submitted to the

Scottish Funding Council in October 2006.





REFORM OF THE HE RAE AND FUNDING: RESPONSE TO DFES CONSULTATION



6.11 The Senate noted that the University‟s response to the recent Department for Education and

Skills (DfES) Consultation on the Reform of the HE RAE and funding (copy filed with the principal

copy of theminutes).



6.12 Concern was raised by one member that the response may have been less forthright than would

have been wished. In response, Professor Logan noted that there were distinctions between

Arts & Social Sciences and Science. In Science, metrics were already part of a very robust peer

review process. It is not therefore one size fitted all. Peer review would remain key but other

mechanisms in determining judgements would also be important.









9

REPORT FROM THE ACADEMIC STANDARDS COMMITTEES – COURSE AND PROGRAMME

CHANGES



New and Discontinued Courses and Programmes



7. The Senate noted that the Academic Standards Committees, on the recommendation of the

relevant Colleges, had approved changes to the list of courses and programmes available as

under:



(A) INDIVIDUAL DEGREE AND DIPLOMA COURSES (UNDERGRADUATE)



Accountancy



Withdrawal of AC3546.



Celtic



Withdrawal of CE1023, CE1523, CE1025, CE1525, CE2022, CE2522.



Centre for Lifelong Learning



Withdrawal of KL3006, KL3506.



Divinity



Introduction of new level 1 course: „Religion at Ground Zero: Theological Responses to Terror,

War and Natural Disasters‟.



Introduction of new level 3 course: „Justice and Reconciliation‟.



Withdrawal of DR3072, DR3572, DR4545.



Education



Introduction of new level 1 courses: „An Introduction to Gaelic Medium Education‟, „An

Introduction to Gaelic Education for Learners‟.



Introduction of new level 2 courses: „From Learning to Teaching‟, „Learning and Teaching in and

Through the Curriculum‟.



Introduction of new level 3 courses: „Teaching Physics with Science in Secondary Schools A‟,

„Teaching Technological Education in Secondary Schools A‟, „Teaching Physics with Science in

Secondary Schools B‟, „Professional Issues in Further Education‟, „Facilitating Learning in

Further Education‟, „Understanding Learners in Further Education‟, „Expanding our Repertoire:

Adult Literacies‟, „The Enabling Net: Adult Literacies‟, „Making Mental Models: Adult Literacies‟,

„Teaching Experience in Further Education‟.



Withdrawal of CR1030, CR1501, CR1502, CR1503, CR2040, CR2041, CR2043, CR2501,

CR2502, CR2503, CR4047, ED1004.



English



Introduction of new level 4 courses: „Laughter and the Irish Comic Tradition‟, „Multilingualism‟,

„Fictional Places and the Place of Fiction in the Renaissance‟.



Withdrawal of EL35XP, EL40WA, EL43UP, EL45EM, EL45WD, EL48EO.



English Language Tuition



Withdrawal of LC2001.

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Film Studies



Introduction of new level 2 course: „Contemporary Hollywood Cinema‟.



Introduction of new level 3 courses: „Theories Of The Visual, Cinematic Cities‟.



Introduction of new level 4 courses: „Film and Television Comedy‟, „Between Europe And

America: The Cinema of Win Wenders‟.



Withdrawal of FS30CE, FS40EB, FS43CB.



French



Introduction of new level 1 courses: „Introduction to Literature and Culture of Modern France 1‟,

„Introduction to Literature and Culture of Modern France 2‟.



Introduction of new level 3 courses: „Paris: Transnational City of Culture A‟, „Voltaire and the

French Enlightenment A‟, „Enlightenment Comedy A‟.



Introduction of new level 4 courses: „Paris: Transnational City of Culture B‟, „Voltaire and the

French Enlightenment B‟, „Enlightenment Comedy B‟.



Withdrawal of FR3038, FR4038.



Gaelic



Introduction of new level 1 courses: „Gaelic For Native Speakers 1B‟, ‟Gaelic For Native

Speakers 1A‟.



Introduction of new level 2 courses: „Gaelic Language for Native Speakers 2A‟, „Gaelic Language 2B‟,

„Gaelic Language for Native Speakers 2B‟, „Gaelic Language 2A‟.



German



Withdrawal of GM3037, GM3046, GM3517, GM4008, GM4037, GM4046, GM4517.



Hispanic Studies



Introduction of new level 3 courses: „Colonial Chronicles IA Spain in the Sixties: Banality And

Biopolitics A‟, „Spain In The Sixties II La Escuela De Barcelona in Film and Literature A‟, „Colonial

Chronicles IIA‟.



Introduction of new level 4 courses: „Colonial Chronicles IB Spain in the Sixties: Banality And

Biopolitics B‟, „Spain in the Sixties II La Escuela De Barcelona in Film and Literature B‟, „Colonial

Chronicles IIB‟.



History



Introduction of new level 3 courses: „Scotland, Ireland and British History in the 20th Century‟, „Men,

Women and Eunuchs: Gender and Identity In Late Antiquity‟, „A Military Revolution? War, State &

Society In Europe‟, C1500-1798‟, „America as a Multicultural Society: The 19th Century‟, „Conflict and

its Legacies: France 1900 – 2007‟.



Withdrawal of HI1510, HI1514.



History of Art



Introduction of new level 3 course: „Art In France: Symbolism to Surrealism‟.



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International Relations



Introduction of new level 3 course: „Japan and the World‟.



Introduction of new level 4 course: „Modernity and Islam‟.



Withdrawal of IR3502, IR3504, IR4001, IR4004, IR4005, IR4503.



Law



Introduction of new level 4 courses: „Honours Intellectual Property 1‟, „Administrative Law

(Honours)‟, „European Legal History (Honours)‟, „The Use of Force in International Law

(Honours)‟, „Patents (Honours)‟, „Trade Marks (Honours)‟.



Withdrawal of LS4556.



Land Economy



Withdrawal of LE4526.



Language and Literature



Introduction of new level 2 courses: „Literature, History And Thought: 1848 To 9/11‟, „Modes Of

Reading‟.



Management



Introduction of new level 4 course: „Business Dissertation‟.



Philosophy



Introduction of new level 1 courses: „Moral Philosophy‟, „Knowledge and Mind‟.



Introduction of new level 2 courses: „Philosophy of Language‟, „The History of Western

Philosophy Ii: Modern‟, „Metaphysics‟.



Introduction of new level 3 courses: „Ethics and Personal Relations‟, „The Human Condition‟,

„Hume‟s Theoretical Philosophy‟, „Independent Study‟.



Introduction of new level 4 course: „Pragmatics and Semantics in Epistemology‟.



Withdrawal of PH1013, PH1512, PH2009/2509, PH2010/2510, PH3026, PH3035, PH3044,

PH3521, PH3528, PH3542, PH4508.



Politics



Withdrawal of PI4048.



Property



Introduction of new level 2 course: „Principles Of Property Valuation‟.



Russian



Withdrawal of RL1004, RL1504.



Spanish



Introduction of new level 3 course: „Advanced Translation Into Spanish A‟.



12

Introduction of new level 4 course: „Advanced Translation Into Spanish B‟.



Withdrawal of SP1020, SP2013, SP3068, SP3072, SP3078, SP3090, SP3094, SP3569,

SP3586, SP4072, SP4078, SP4090, SP4569, SP4586.



Sociology



Withdrawal of SO4041.



(B) UNDERGRADUATE CERTIFICATE AND DEGREE PROGRAMMES



Arts



Introduction of new designated and honours programme: „Master of Arts Archaeology‟.

Introduction of new honours programme: „Master of Arts Celtic Civilisation-French‟.





(C) POSTGRADUATE COURSES



Business School



Introduction of new level 5 courses „International Real Estate Market Report‟; „International

Health Case Study‟.



School of Divinity, History and Philosophy



Withdrawal of Courses: HA 5006, HI 5039/5539



School of Education



Introduction of new level 5 courses „Media Education‟; „The Key Aspects‟; „The Media in

Education‟.



School of Engineering and Physical Sciences



Introduction of new level 5 courses „Processes‟; „Materials and Bioremediation for the Energy

Industry‟; „Overview of Energy Industry‟; „Renewable Technology (Electrical)‟; „Renewable

Technology (Liquids)‟; „Power Distribution and Sustainability‟; „Environmental Monitoring and

Decommissioning‟; „Project Management and Group Project‟; „Vision (Routes to Compliance)‟;

„Energy Futures Dissertation‟.



School of Geosciences



Introduction of new level 5 course: „Environmental Planning and Remediation‟.



Withdrawal of Courses: GL 5304; GL 5701 and LE 5901



School of Language and Literature



Introduction of new level 5 courses; „The Victorian Novel and its Legacy‟; „The Art of Realism‟;

„Shakespeare and Renaissance Culture‟; „Hardy and Conrad‟; „Critical Perspectives in Art

History‟.



Withdrawal of Courses: EL 5514; FS 5501 and FS 5506.



School of Law



Introduction of new level 5 courses; „Oil and Gas Law: State Control‟; „Oil and Gas Law‟;

„Contracting‟; „Oil and Gas Law: Regulation‟.



13

Withdrawal of Course: LS 5028.



School of Medicine/Medical Sciences



Introduction of new level 5 courses: „Induction Course for Drug Development and Clinical

Pharmacology‟; „Dissertation in Drug Development‟; „Dissertation in Drug Development and

Clinical Pharmacology‟; „Project in Drug Development and Clinical Pharmacology‟; „Perspectives

on Global Health‟.



School of Social Science



Introduction of new level 5 courses: „Theories and Concepts in International Relations‟; „Politics

and International Relations in Latin America‟; „Key Topics in Global Political Economy‟;

„International Human Rights‟.

(D) POSTGRADUATE PROGRAMMES



Business School



Introduction of new programmes: „MSc(Econ)/PgDip/PgCert in Accounting and Finance‟;

„MSc(Econ)/PgDip/PgCert in Corporate Finance‟; „MBA (Human Resource Management)‟; „MBA

(Marketing)‟; „MBA (Strategy)‟.



School of Education



Introduction of new programmes: „MMus/PgDip/PgCert in Musical Composition‟; „PgCert in Media

Education‟.



School of Law



Introduction of new programmes: „LLM/PgDip in Oil and Gas Law‟.





EXTENSION OF SAC ACCREDITATION



8.1 The Senate noted that the Senior Vice-Principal had approved, on behalf of the Senate, the

extension of the current accreditation agreement between the University and the Scottish

Agricultural College for two years to 31 December 2008.





HONORARY DEGREE NOMINATION



8.2 The Senate noted that the award of an Honorary Degree of Doctor of Laws to a recent candidate

had been approved by the Senate on the recommendation of the Honorary Degrees Committee.





AWARD OF ENDOWED PRIZES AND MEDALS 2005-06



9.1 The Senate noted that the List of the Award of University Prizes and Medals for the session

2005-06 was available at www.abdn.ac.uk/registry/prizes.hti





GRADUATIONS IN ABSENTIA



9.2 The Senate noted that details of those qualified to receive degrees, diplomas and other awards

who had applied to have them conferred in absentia could be viewed in the Registry (see

appendix to Minutes of June 2007).



9.3 The Senate agreed to confer the degrees on, and award the diplomas and other qualifications to,

the persons stated.



14

MEMBERSHIP OF COMMITTEES



10.1 The Senate noted that the Senate Business Committee had approved the appointment of Dr B

Golden as a member of the Senate Undergraduate Academic Appeals Committee with

immediate effect, vice Dr J Knight, on the recommendation of the Head of the College of Life

Sciences & Medicine.



10.2 The Senate also noted that the Senate Business Committee had approved the appointment of

Professor A Black, Dr P Edwards and Professor F Gilbert as Senate members on the RAE

Appeals Panel.









15

Senate 28/02/07

Agenda Item: 3

UNIVERSITY OF ABERDEEN SEN06: 07









UPDATE ON RAE 2008 PLANNING AND THE FUTURE OF RESEARCH ASSESSMENT TO

SENATE 28 FEBRUARY 2007





Summary



1 This paper presents an update to the Senate on RAE2008 planning and the future of

research assessment. The report summarises the position following recent RAE Steering

Group decisions on staff inclusion and the composition of our units of assessment. It also

provides a short synopsis of the broad framework for research assessment and funding

beyond RAE2008 and how university planning will look to address the challenges that this

may bring.





Action Required



2 No action is required, the paper is for information.





Further Information



3. Further information may be obtained from Professor Dominic Houlihan on (01224) 273978

or d.f.houlihan@abdn.ac.uk or Nicki Matthew on (01224) 273787 or n.matthew@abdn.ac.uk







NMM

14 February 2007









16

UNIVERSITY OF ABERDEEN



SENATE (28 February 2007)



UPDATE ON RAE 2008 PLANNING AND THE FUTURE OF RESEARCH ASSESSMENT



STRICTLY CONFIDENTIAL





1 Purpose



The purpose of this paper is to provide a brief update on progress with planning towards the Research Assessment

Exercise RAE2008.



2 Ambition and strategy



Our ambition in terms of the RAE is to achieve the best possible outcome for each Unit of Assessment and to

maximise the benefits to the University as a whole. Quality is at the heart of our decision making. In making these

complex decisions, we recognise that for strategic reasons, not all eligible staff will be selected for inclusion. We

are aiming to achieve an RAE Quality Profile characteristic of a research intensive university.





3 Summary



Recent activities have focussed on the following:



 Preparation and consideration of revised draft RA5s following the subject-informed peer reviews

conducted in late 2006.

 The commencement of the process whereby the University RAE Steering Group, on the recommendation

of the Colleges, confirms the staff selection decisions and which Units of Assessment we will submit to.

 Commencing the formal process of Schools providing feedback to staff on reasons for non-inclusion.



The University would like to formally record its appreciation of the efforts of staff in recent months in preparing the

RA5s, and in taking forward consideration of the composition of units of assessment.





4 Position



A number of decisions have been deferred for consideration during February and March. We also have processes

in place to allow for the consideration of new starts on an ongoing process as well as the reconsideration of

decisions as necessary to take account of changing circumstances or new information. With this in mind, we are in

a position to make the following statement about our recent activities.



We are looking to submit to approximately 32-35 Units of Assessment across most of the spectrum of our research

activities. A number of areas are still being considered and proposals will be brought to the Steering Group in due

course.



Based on current figures, we will be submitting around 506 FTE (approx 523 staff). This number is likely to

increase slightly as we hone and optimise our selection decisions. This represents around 72% of staff eligible for

consideration for submission. It should be noted that for RAE2008, unlike RAE2001, we are not required to declare

any information about the staff that we choose not to submit. In terms of RAE2001, this compares with 529.5FTE,

77%. If we exclude Education from the total, to provide a closer comparison with RAE2001 when the School of

Education did not form part of our submission, this would shift the overall University figures to approximately 494

FTE, submission rate 77%.





5 Forthcoming Milestones



 Monthly meetings of the RAE Steering Group have been arranged between January and June 2007 to

ensure progress against our internal RAE planning deadlines and to review staff inclusion decisions as

necessary (see 4. above).



 Preparation of our „Submission Intentions‟ for transmission to the national RAE Team in March.







17

 Consideration of the metrics i.e. research postgraduate student numbers and grant expenditure figures. To

aid in the optimisation of student numbers, discussions are underway with College Graduate Schools. In

addition, research grant award holders are reminded that it is only expenditure incurred during the year to

31 July 2007 that may be included in the RAE returns, and any associated research fellows must be in

post by 31 October 2007 to count in our numbers.



 During February and March, Colleges will undertake an iterative review of RA5s, with the RAE Steering

Group kept apprised of progress.



 Colleges will, where not already underway, begin the process of collection of hard copies of publications

and the verification of details held on the publications database. Details of all publications being

considered for submission to the RAE must be added to the publications database as this is the source for

later transfer into the RAE data collection system.



 We will begin the process of gathering information to populate the additional notes field held against

individual publications, where this is required by national RAE Panels.



 In June we will conduct a full „dry run‟ of all submissions.



 It is our intention to be in a position to make our submissions by the end of October 2007.



6 Beyond RAE2008



We now know the broad framework for research assessment and funding beyond RAE2008. This will include

varying use of metrics across different disciplines, with the continuation of some form of expert involvement. A

basket of metrics will be used containing income and postgraduate student metrics, but also a quality indicator.

The outcomes from this process will be adjusted for research volume to produce a funding allocation. We

understand that HEFCE will inform the sector of its work plan and timetable in March 2007, followed by

consultation, then a report to the education secretary in September.



For science, engineering, technology (SET) and medicine: a combination of research income, postgraduate

research student data and a bibliometric indicator of quality will be used to assess research. The process will be

overseen by a number of expert advisory groups, who will agree the weighting applied to the different elements.

Data to support the new system will be collected for SET and medicine in the academic year 2009-10 with a

gradually phased in change to funding allocations between September 2010 and August 2014.



For all other disciplines, including mathematics and statistics, there will be a significantly reduced, light-touch peer

review process informed by a range of discipline specific indicators. The quality indicator will continue, for the time

being, to involve expert review of research outputs and expert advice on the weighting of the different elements.

Expert panels will be convened in 2013-14 to inform funding allocations from 2014-2015 onwards. This will remain

until bibliometrics in these disciplines are sufficiently well established to produce an acceptable quality indicator.



A shadow metrics exercise is intended to compare metrics results with the RAE Panels‟ work in RAE2008. We

understand that this is to be restricted to bibliometric measures and that it will only be carried out after the

2008RAE has been completed, but with the involvement of the RAE2008 panels.



As metrics are more widely used as a proxy measure for excellence alongside more traditional peer review

methods we must ensure that, in terms of all likely indicators, we compete favourably with our competitors and

aspire to continuously improve. We must be in a position to maximise our performance in research quality

assessment exercises or metrics based measurements of activity. Nevertheless, as the publicly available outputs

of our research will remain one of the single most important instruments for the measurement and perception of its

quality, the impact on the field and their value to culture and society, we must ensure that we have a reliable flow of

highly rated material into the public domain and that we make this as accessible as possible.



We are in the process of reviewing our research and knowledge transfer strategy. Elements of this may include:

internal research reviews to consider our research activity and performance; mechanisms to continuously improve

our other research metrics; and measures to assess transdisciplinary work and knowledge transfer activities.



7 Further Information



Further information may be obtained from Professor Dominic Houlihan on (01224) 273978 or

d.f.houlihan@abdn.ac.uk or Nicki Matthew on (01224) 273787 or n.matthew@abdn.ac.uk



DFH/NMM

8 February 2007

18

Senate 28/02/07

Agenda Item: 4

Senatus Academicus SEN06: 08

(28 February 2007)



University Committee on Teaching and Learning

Annual Report to the Senate: 2005 - 2006





The Senate is invited to consider the Annual Report from the University Committee on Teaching

and Learning for 2005-2006, attached as Annex 1. The Senate is invited to note the key points

detailed below.



EXECUTIVE SUMMARY



Quality Enhancement

 The one-year follow-up report submitted to the QAA, required as part of the Enhancement-

Led Institutional Review process, was approved with no further action being required.

 The Senate approved the Learning & Teaching Strategy in June 2006. Work continues on

taking forward the strands of key activity identified in the Strategy.

 The Centre for Learning & Teaching was established in August 2006. It is intended that the

Centre will act as a „focal point‟ for quality enhancement activities.

 Continued engagement with the quality enhancement themes with: one member of staff

being appointed as a member of the Steering Group for the First Year Theme; a successful

bid for one of the First Year Theme projects on the topic of Personal Development Planning

(PDP); and the Vice-Principal (Learning & Teaching) being appointed as a member of the

Steering Group for the Theme on Research Teaching Linkages.



The Year Ahead

 During 2006 the UCTL will continue to take forward work on the following: Employability,

PDP, Teachability, Retention and work to review the Common Assessment Scale.

 UCTL will continue to co-ordinate reviews of the revisions to the QAA Code of Practice as

they are published



Student Progression

 There was a notable increase in the number of Arts and Social Sciences and Science

students whose cases were referred to the Students‟ Progress Committees as compared

with 2004/2005. There was a significant rise in the number of students who were formally

discontinued by the Students‟ Progress Committee

 The proportion of students who withdrew from the University without gaining their intended

qualification is similar to that in previous years.



Academic Appeals

 The total number of undergraduate and postgraduate academic appeals increased. This

may be attributable to the effects of the industrial action that took place in the second half

session.

 For the second year in a row there was a decrease in the proportion of appeals being

considered by the Senate Academic Appeals Committees.



Academic Discipline

 There was a fall in the number of disciplinary cases at both undergraduate and postgraduate

level. As in previous years, the majority of discipline cases related to allegations of

plagiarism



Student Complaints

 21 academic complaints were received from students.



19

Equal Opportunities Monitoring

 In line with the requirements of the QAA Code of Practice covering academic appeals and

student complaints, the University has monitored the gender balance, age profile, ethnic

background and registered disabilities of students submitting appeals or complaints or being

considered for breaches of academic discipline.

 While the small numbers of students involved in these processes make it difficult to draw

any specific conclusions from these data, it should be noted that amongst appeals received

from postgraduate students, 80% were from men and 93% were from student classified as

„other‟ in terms of ethnicity. 75% of discipline cases involved male students. The University

will continue to monitor the situation.









20

University Committee on Teaching and Learning

Annual Report to the Senate: 2005 - 2006



1. INTRODUCTION



1.1 This report was agreed by the University Committee on Teaching and Learning (UCTL) on 2

February 2007 as the Committee‟s seventh annual report to the Senate.



1.2 This report is structured into two main sections: first, a section detailing the main activities

relating to Quality Enhancement during 2005/06; and secondly, a summary of the main issues to

be considered by the UCTL in the forthcoming year. A brief analytical review of data regarding

student progression, academic appeals, student discipline and student complaints for the

2005/2006 session is included in Annex A.



1.3 The UCTL met on three occasions in 2005/2006; the meetings in January and March were

cancelled. The regular meetings with Heads of School, routinely held two weeks in advance of

each meeting of the UCTL, continued during 2005/06. These continue to provide a very useful

forum for the discussion of issues under consideration by the UCTL.





2. QUALITY ENHANCEMENT (QE)



2.1 Enhancement-led Institutional Review follow up



2.2 As part of the Enhancement-Led Institutional Review (ELIR) process, institutions are required to

submit a one-year follow-up report to the Quality Assurance Agency (QAA) on the first

anniversary of the publication of the ELIR report and recommendations. An action plan was

approved by UCTL in 2004/05 to address the Report‟s recommendations

2.3

2.4 The Enhancement-led Institutional Review follow up report was submitted to QAA Scotland in

September 2006 and provided an update on our continuing approach to managing quality and

standards and strategic management of quality enhancement. In addition to addressing the QAA

recommendations, the report highlighted key developments made by the University since the

ELIR Panel‟s visits in March/April 2005. The report was approved by the University Committee

on Teaching & Learning and by the University Management Group prior to submission.

2.5

2.6 The follow-up report was approved by the QAA with no further action being required.



2.2 A Framework for Learning & Teaching



2.2.1 Over the past year, work has continued in this area with the Learning & Teaching Strategy being

approved by the Senate in June 2006. The Strategy together with the accompanying Model of

the Learner brings together a number of strands of key activity and provides a vision and set of

key principles on which to take forward our future objectives.









21

2.2.2 In light of significant developments in the area of C & IT, including the establishment of the new

Directorate of Information Technology (DIT), the C & IT Strategy was reviewed and updated.

The strategy for the enhancement of learning and teaching has at its core the objectives of (i)

ensuring that all students can benefit from the capability of C & IT to provide a diversity of

experience and information and thereby to make their learning experience more effective, and (ii)

achieving awareness by all academic staff of the benefits of using learning technologies; and of

implementing a programme to provide academic staff with the skills they need to utilise C & IT in

their teaching in an appropriate manner. The C & IT Strategy will be central to furthering the

University‟s widening access objectives as well as enhancing flexibility in learning and teaching.



2.2.3 The Centre for Learning & Teaching was formally established on 1 August 2006. The Centre has

brought together the resources of the former Educational & Staff Development Unit (staff training

and development), the Academic Learning & Study Unit (learner support and development) and

the Learning Technology Unit (C&IT development to enhance learning and teaching) into a single

central agency. An Advisory Board for Learning & Teaching oversees the work of the Centre. It

is planned that the Centre, working with Schools, Colleges and individuals, will serve as the „focal

point‟ for our quality enhancement activities working at the interface between national Quality

Enhancement events and materials and internal requirements. The Centre will also build on and

develop the successful work of the three former Units to further promote innovation and provide

support in curricula development and the methodologies of teaching, learning and assessment.



2.2.4 The University‟s mandatory “Introduction to Learning & Teaching in Higher Education” course for

new lecturers has been rewritten to embed the notion of continuous quality enhancement. The

course ties in closely with the University‟s Learning & Teaching Strategy, and introduces staff to

the institutional definition of professional competence in a research-intensive environment.



2.2.5 The University has continued to engage with the quality enhancement themes. One member of

staff has been appointed as a member of the Steering Group for the First Year Theme and we

have also successfully bid for one of the First Year Enhancement Theme Projects on the topic of

PDP. The Vice-Principal (Learning & Teaching), has been appointed as a member of the

Steering Group for the Theme on Research Teaching Linkages.



2.2.6 The University has also sought to further enhance its engagement with the Higher Education

Academy both through engagement with the Senior Adviser for Scotland and with the Subject

Centres.



2.3 College Activities



In addition, enhancement activities continue to develop locally at the College level:



2.3.1 College of Arts & Social Sciences

 Peer observation of teaching, mentoring and a work assessment model.

 The College established a First Year Experience Working Party, and it recently reported on a

wide-range of issues intended to improve student retention and progression

 Continued use of College Teaching & Learning Fora, focusing in 2005/06 on Generic Skills

and the relationship between student attendance at lectures and the availability of

lectures/notes on the Web.









22

2.3.2 College of Life Sciences & Medicine

 Significant work has gone into the development of a Level 2 course entitled “Foundation Skills

for Life Sciences” which will run for the first time in September 2006 for students in the Schools

of Medical Sciences and Biological Sciences. This course has been designed to address the

perceived lack of competence and confidence that some students have in undertaking tasks

involving numerical manipulation, data interpretation, data handling, experimental design and

scientific literacy.

 In Phase 1 of the MBChB programme, all students identified as struggling after the mid-term

formative assessment were required to attend for interview with academic staff. Possibly as a

result of this the failure rate in the 2005/06 cohort of students was markedly less.



2.3.3 College of Physical Sciences

 In the area of recruitment and retention, a College Workshop was held in March 2006. This

has led to the consideration of a new suite of degree programmes in science which will be

developed over the coming session.

 Work has continued on developing an e-learning based generic skills course. This will include

diagnostic tests for basic skills at level 1 and will be deployed as part of the University‟s PDP

system.

 College-wide consultation with academic staff on the processes of innovation, adaptation and

quality enhancement in teaching and learning identified common problems and sought to

generate appropriate solutions. Six key issues were identified, and an action plan to address

these has been put in place. The process involved all members of academic staff, alongside

staff from the Educational & Staff Development Unit, Heads of School, Heads of Discipline and

the College Teaching & Learning Committee. This process is iterative, and the staff

enablement programme arising from it will be flexible and needs-led.





3. THE YEAR AHEAD



3.1 As noted in paragraph 2.3.3 above, an Advisory Board on Learning and Teaching has been

established. The Board will play a key role in identifying and bringing forward issues and ideas

for further debate at the UCTL. It is anticipated that the establishment of the Board will facilitate

the strategic planning process in regard to learning and teaching activities, and, in particular,

enable Institutional and College plans to be closely aligned.



3.2 Ongoing projects



During 2006/07 work will continue on the following projects:



3.2.1 Employability

The University has been investigating additional ways of taking forward the employability

agenda. Institutionally, we have participated vigorously and successfully in discussions with the

Scottish Funding Council over additional employability funding (to be received 2006/07), and

hope that this may lead to funded employability posts being made available across the Scottish

Higher Education sector in 2007. Consideration is also being given to extending pilot work-

related learning schemes to a broader audience and how the employability agenda should be

implemented if SFC funding does not become available









23

3.2.2 Personal Development Planning (PDP) for undergraduate students

During 2005/06, the PDP Working Group reviewed existing systems and practice. The Group

reported recommending the adoption of a new facility capable of deploying PDP and e-portfolios

through the existing WebCT VLE. UMG has approved the proposed approach to PDP for

undergraduates (October 2006) and work is underway to pilot some areas of PDP to a selection

of level 1 students in the second half session of 2006/07.



3.2.3 Teachability

The UCTL will continue its involvement in taking forward the Learning and Teaching aspects of

the University‟s Disability Equality Scheme.



3.2.4 Retention

During 2006/07, under the guidance of the Advisory Board for Learning and Teaching, the UCTL

will take forward work on student retention.



3.3 Working Groups



3.3.1 The Working Group on the Common Assessment Scale (CAS) and Levels Descriptors submitted

an Interim Report to the UCTL in May 2006. The Working Group‟s remit had been to review the

University‟s Common Assessment Scale in the context of the Scottish Credit and Qualifications

Framework. Specifically the working group considered whether CAS remains “fit for purpose” for

both undergraduate and taught postgraduate programmes.



3.3.2 In their Interim Report the Working Group proposed an alternative assessment scale which

linked linear percentage marks with CAS. The Committee raised concerns regarding this

proposal and agreed that the Working Group should reconvene to reconsider the proposed

system. The Working Group will meet again during 2006/07 to further consider possible

revisions to CAS. The Group will also give consideration to the need to develop levels

descriptors



3.4 QAA Codes of Practice



3.4.1 The QAA is continuing the process of revising its Code of Practice to take account of

developments in UK Higher Education since 2001 when the first edition of the Code was

published. During 2005/06 three sections of the Code were revised: Section 6 Assessment of

students, Section 7 Programme design, approval, monitoring and review and Section 10

Admissions to higher education. It is important that the University reviews these revised sections

to ensure that any revisions are reflected in University policies and procedures.



3.4.2 The Registry, in conjunction with the Student Recruitment and Admissions Service for Section

10, will consider the changes contained within the revised sections. Any issues identified will be

taken forward by UCTL during 2006/07. The revised sections are, however, already being

utilised to inform policy changes currently being considered by the Committee.



3.4.3 During 2006/2007 the QAA is expected to publish revisions to Section 5 Academic appeals and

student complaints on academic matters, and Section 9 Placement learning. The UCTL will

consider the QAA‟s revisions as they become available and bring forward any necessary

recommendations for change.









24

ANNEX A





REVIEW OF DATA IN REGARD TO STUDENT PROGRESSION, ACADEMIC

APPEALS, ACADEMIC DISCIPLINE AND STUDENT COMPLAINTS FOR 2005/2006





1.1 Student Progression



1.1.1 The format of the Students‟ Progress Committees (SPC) for September 2006 continued as

in previous sessions, with a composite Committee for all Areas of Study except Medicine

and Engineering. Separate SPCs considered the cases of students in Medicine and

Engineering: both of these committees included staff from disciplines outwith the relevant

Area of Study. Applications from UK and EU undergraduate full-time students for funding

for repeat periods of study continued to be considered by the appropriate Director of

Undergraduate Programmes.



1.1.2 A summary of data in regard to Students‟ Progress for each of the seven areas of study is

given in Appendix 1, with comparative data for 2004/2005. The categories in (i) and (ii)

represent the outcome of cases considered by the Students‟ Progress Committee: (i) those

students who failed to meet the requirements of General Regulation 17 governing

termination of study and (ii) those students who wished to proceed to the next programme

year notwithstanding the requirements of General Regulation 16 governing student

progress.



 In general, it can be seen from the data that there has been some significant

change in the number of students whose cases were referred to the SPC as

compared to 2004/2005.



 Notably in Science there were significantly more students at risk of termination than the

previous session (4.2% in 2005/2006 compared to 0.9% in 2004/2005 – listed under

(i)).



 There was also a notable increase in the number of Arts and Social Science students

at risk of termination (2.8% in 2005/2006 compared to 1.9% in 2004/2005 – listed

under (i)).



 In particular, the rise in the number of programme year 2 students referred to the SPC,

in both Science and Arts & Social Sciences, may be attributable to the changes made

to progress regulations which came into force for students admitted in 2003 onwards.

Under the revised regulations, students now only have 2 years in each programme

year to accumulate sufficient credit to progress to the next year. Thus students

admitted in 2003/2004 who progressed to programme year 2 in 2004/2005, and who

had not accumulated the required credits by September 2006 were referred to the

SPC. In the past these students would have had one further year in programme year 2



 The number of students wishing to progress into the next programme year

notwithstanding General Regulation 16 remained relatively unchanged from 2004/2005

(listed under (ii)).



 The cases listed under (iii) represent those who wished the University to support their

application for repeat funding on medical and/or compassionate grounds. The

Directors of Undergraduate Programmes considered these cases and, in general,

there were no significant changes in the figures from 2004/2005. The number of

students who did not have sufficient credits to proceed to the next programme year has

also remained relatively unchanged from the 2004/2005 statistics (listed under (iv)).



25

1.1.3 Data in regard to full-time undergraduate students who left the University without gaining

their intended qualification is given in Appendix 2, with comparative data for the previous

three years.



 It can be seen from the data that the proportion of withdrawals from the total student

population is similar to previous sessions (10.9%).



 The number of students returning to study in the current session remained was the

same as in 2004/2005: 118 of the 963 who withdrew in 2005/2006 returned in

2006/2007 (12.3%, compared with 12.4% in 2004/2005).



 There was a significant rise in the number of students who were formally discontinued

by the Students‟ Progress Committee (category 5 – 25 students in 2004/2005 and 52

students in 2005/2006). However, this rise reflects the increased number of students

failing to meet the requirements of General Regulation 17 noted in paragraph 2.1.2

above.



 The number of students who withdrew but were eligible for an Undergraduate

Certificate or Diploma remained almost unchanged. (3.7% in 2005/2006 and 3.8% in

2004/2005).



1.1.4 It is acknowledged that the level of withdrawal amongst the student population, detailed

above, is a cause for concern. Action is already underway to attempt to address the whole

issue of student retention. Initial work is being focused on withdrawals amongst the first

year cohort, but it is anticipated that this will be widened to include withdrawals from all

levels.



1.2 Academic Appeals



1.2.1 A summary of the outcome of academic appeals lodged in 2005/06 is given in Appendix 3,

together with comparable figures for 2003/2004 and 2004/2005.



 The total number of undergraduate appeals has risen since the previous session with a

significant proportion of these deemed not competent.



 It is felt that the increase in both the number of appeals submitted and subsequently

deemed to be not competent can be attributed to the effects of the industrial action in

the second half session which students perceived to have disadvantaged them. In the

majority of these cases, the grounds given for appeal were judged not to be competent

as they focused primarily on the lack of feedback received on assessments. As the

Examiners were well aware of the circumstances surrounding the assessments, and

these were taken into account when marks and degree classifications were decided,

the students did not suffer any material disadvantage.



1.2.2 There was also a decrease in the number of appeals which were referred to the Senate

Undergraduate Academic Appeals Committee (SUAAC) for consideration. Only one

appeal was heard by the SUAAC compared with five the previous session. This declining

trend has been noted each year since the procedures for handling appeals were amended

to include a letter from a Vice-Principal where appeals are judged not to be competent.

Furthermore, the letters sent to students explaining why their appeal has been rejected

now include a detailed explanation of the reasons for that rejection. It is hoped that this

increased detail will help to further decrease the number of appeals being taken forward as

students will have a greater understanding of the decision making processes within the

University.







26

1.2.3 Between 2004/05 and 2005/2006 the number of postgraduate appeals increased, following

a trend set the previous session. However, in common with the trend noted for

undergraduate appeals there was a decrease in the number of cases being heard by the

Senate Postgraduate Academic Appeals Committee (SPAAC). No appeals were

considered by the Senate Postgraduate Academic Appeals Committee compared with five

the previous session.





1.3 Academic Discipline



1.3.1 A summary of the outcome of disciplinary hearings considered by the Disciplinary

Investigating Officer in the last three academic years is given in Appendix 4.



1.3.2 There was a drop in the number of disciplinary cases at both undergraduate and

postgraduate level and the majority of cases were upheld. As in previous years, the

majority of the disciplinary cases related to allegations of plagiarism. However, there has

been a significant fall in the number of plagiarism cases from 38 in 2004/2005 to 20 in

2005/2006.





1.4 Student Academic Complaints



1.4.1 During 2005/2006 21 academic complaints were received from students. This is a

significant increase from last year‟s figure of nine and may partly be explained by the

changes to the University‟s complaints procedure which now covers applicants and former

students, as well as current students. In seven instances the students concerned were

found to have grounds for complaint and the appropriate action was taken to rectify the

situation for both the student concerned and to prevent any future recurrence. In 13

further cases the complaints were not upheld. One case is currently ongoing.





1.5 Equal Opportunities Monitoring



1.5.1 In line with the requirements of precepts 13 and 14 of Section 5 of the QAA Code of

Practice covering academic appeals and student complaints on academic matters, the

University monitors the gender balance, age profile, ethnic background and registered

disabilities of students submitting appeals and complaints or being considered under the

Code of Practice on Student Discipline. A summary of this equal opportunity monitoring

data in regard to 2004/05 and 2005/06 is given in Appendix 5.



1.5.2 Generally, from the data in Appendix 5, it can be seen that in respect to the attributes

monitored, appeals, complaints and discipline cases generally reflect the breakdown of the

appropriate background populations. There are, however, some apparent deviations from

this trend, for example as was noted in last year‟s Report.



 More complaints are received from male students; amongst postgraduate appeals,

more are received from men and more from students classified as „other‟ in terms of

ethnicity than the background population would lead us to expect.



 More discipline cases concern male students than female ones (75% of discipline

cases in 2005/2006 involved male students who make up 45% of the overall student

population).



 58% of discipline cases related to non-British students, but these students only make

us 19% of the total student body. In this regard consideration is currently being given

to supporting these students in order to ensure that cultural differences, which have the

potential to give rise to disciplinary action, can be avoided.



27

In general, however, given the small total numbers of appeals, complaints and discipline

cases considered in relation to the overall student population, it is very difficult to draw any

meaningful conclusions from these data. The University will continue to monitor the

situation to ensure that any emerging trends are identified and addressed.









28

Student Progress

Arts & Social Divinity Education Law Science Engineering Medicine

Science

Total Number of Full-time Students Registered (excludes graduands 05/06 04/05 05/06 04/05 05/06 04/05 05/06 04/0 05/06 04/05 05/06 04/05 05/06 04/05

and in-session withdrawals) 5

2651 2935 28 28 834 715 536 548 1531 1626 441 443 746 791

i. Students at risk of termination 1 No % % No % % No % % No % % No % % No % % No % %



Students considered by SPC 75 2.8 1.9 - - 3.6 32 0.4 - 8 1.5 0.2 64 4.2 0.9 5 1.1 0.5 11 1.5 3.3

Programme Year 0 - - - - - - - - - - - - - - - - - - - - -

Programme Year 1 41 1.5 1.6 - - - 3 0.4 - 6 1.1 0.2 18 1.2 0.6 1 0.2 0.2 3 0.4 2.2

Programme Year 2 24 0.9 0.2 - - 3.6 - - - 2 0.4 - 28 1.8 0.4 3 0.7 0.2 - - -

Programme Year 3 10 0.4 0.01 - - - - - - - - 18 1.2 - 1 0.2 - 5 0.7 0.5

Programme Year 4 - - - - - - - - - - - - - - - - 3 0.4 0.4

Programme Year 5 - - - - - - - - - - - - - - - - - - 0.3

Number permitted to return 23 0.9 0.6 - - 3.6 2 0.2 - 1 0.2 0.2 19 1.2 0.3 - - 0.2 9 1.2 2.4

Number discontinued 32 1.2 0.6 - - - 1 0.1 - 4 0.7 - 27 1.8 0.5 5 1.1 - 2 0.3 0.5

Number deemed withdrawn 20 0.8 0.6 - - - - - - 3 0.6 - 18 1.2 0.2 - - 0.2 - - 0.4

ii. Students wishing to proceed to the next programme year No % % No % % No % % No % % No % % No % % No % %

notwithstanding General Regulation 16

Students considered by SPC 17 0.6 0.9 - - - - - 0.4 3 0.6 0.7 15 1 0.7 - - 1.4 - - -

Programme Year 0 to 1 - - - - - - - - - 3 0.6 - - - - - - - - - -

Programme Year 1 to 2 7 0.3 0.4 - - - - - 0.8 - - 0.5 9 0.6 0.3 - - 1.4 - - -

Programme Year 2 to 3 10 0.4 0.6 - - - - - - - - 0.2 6 0.4 0.4 - - - - - -

Programme Year 3 to 4 - - - - - - - - - - - - - - - - - - - - -

Number permitted to proceed 8 0.3 0.7 - - - - - - - - 0.4 7 0.5 0.4 - - 1.1 - - -

Number not permitted to proceed 9 0.3 0.3 - - - - - 0.8 3 0.6 0.4 8 0.5 0.3 - - 0.2 - - -

iii. Students seeking support for repeat funding No % % No % % No % % No % % No % % No % % No % %

Students considered by Directors of Undergraduate Programmes 24 0.9 0.8 - - 3.6 - - 0.1 1 0.2 0.9 10 0.7 1.1 2 0.5 0.9 9 1.2 1.1

Programme Year 0 - - - - - - - - - - - - - - - - - 0.5 - - -

Programme Year 1 11 0.4 0.4 - - 3.6 - - - 1 0.2 0.5 3 0.2 0.3 - - 0.5 3 0.4 0.4

Programme Year 2 10 0.4 0.2 - - - - - 0.3 - - 0.2 6 0.4 0.7 - - - - - -

Programme Year 3 3 0.1 0.1 - - - - - - - - 0.2 1 0.0 0.1 2 0.5 - 4 0.5 0.6

7

Programme Year 4 - - - - - - - - - - - - - - - - - - 2 0.3 0.1

Number given support 23 0.9 0.8 - - 3.6 - - 0.3 - - 0.7 10 0.7 1.1 2 0.5 0.9 9 1.2 1.1

Number not supported 1 0.04 - - - - - - - 1 0.2 0.2 - - - - - - - - -

iv. Total students who did not have sufficient credits to proceed No % % No % % No % % No % % No % % No % % No % %

to the next programme year but who elected to repeat the year 0

(this number will include most of those not permitted to

proceed or who sought support for repeat funding under (i) or

(ii) above).

Students who did not have sufficient credits to proceed to the next

10

programme year but who have registered to return to repeat the year 165 6.2 4.2 - - 3.6 2 0.5 2.0 17 3.2 5 7 6.6 28 6.3 3.8 1.4

6

(though not necessarily in the same area of study)

Programme Year 0/1 69 2.6 1.9 - - 3.6 1 0.3 1.3 9 1.7 3.1 38 2.5 1.7 4 0.9 2.3 0.5

Programme Year 2 62 2.3 1.2 - - - 1 0.3 0.6 5 0.9 0.4 46 3 2.7 3 0.7 0.7 -

Programme Year 3 34 1.3 1.2 - - - - - 0.3 3 0.6 1.5 21 1.4 2.3 18 4.1 0.9 0.4

Programme Year 4/5 - - - - - - - - - - - - 1 0.1 - 3 0.7 - 0.5









APPENDIX1

1 In the case of students in the areas of Arts & Social Sciences, Science, Divinity, Engineering (BEng and MEng) and Law, the regulation governing termination of study is General Regulation 17. Termination of BSc Eng

students is governed by BSc Eng Supplementary Regulation 11. In the case of Education, while students are governed by General Regulation 17, two of the cases considered were at risk of termination in regard to

Supplementary Regulation 8 for the Degrees in Education as they had failed School Experience. In the case of Medicine, the students are at risk of termination under MBChB Regulation 10.

2

Of the 3 Education students, 2 of the students at risk of termination were registered for the Professional Graduate Diploma in Education (PGDE)

29

DATA IN REGARD TO THE WITHDRAWAL OF FULL-TIME

UNDERGRADUATE STUDENTS (EXCLUDING THE SUMMER SCHOOL FOR ACCESS)





Category No. of Students

2005/2006 2004/2005 2003/2004 2002/2003



Total number of full-time students registered. 8813 8975 9285 9132

1. Students who submitted a Withdrawal From Study form effective between the 434 [110] (94) 401 [101] (82) 455 [108] (133) 455 [111] (64)

start of the Winter Term and before the end of the Summer Term

2. Students not “At Risk” but who submitted a Withdrawal From Study form 140 [2] (76) 179 [8] (104) 136 [5] (86) 190 [11] (70)

effective between the last day of the Summer Term and the end of the Academic

Year – includes 27 transfers to other institutions (in 2004/2005 – 17,; 2003/2004 –

19; 2002/2003 – 28). [Note: Students who fail to satisfy the minimum progress

requirements by the end of the Summer Term are flagged as “At Risk”. All other

continuing students are eligible to return to the University the following academic

year, although a proportion will have insufficient credits to proceed to the next

normal year of their programme - see 3 below]

3. Students who satisfied the minimum requirements governing termination of 61 [-] (21) 86 [-] 38 106 [-](47) 128 [-] (66)

study (General Reg. 17) but who had insufficient credits to proceed to the next

normal year of their programme and who did not register at the start of the next

academic year

4. Other students who satisfied the minimum progress requirements but who 87 [-] (56) 82 [-] (52) 89 [-] (67) 125 [-] (96)

elected not to progress nor to withdraw formally and who were therefore “deemed

to have withdrawn”

5. Students required to discontinue attendance on courses by the relevant 52 [3] (17) 25 [4] (-) 49 [13] (7) 32 [6] (2)

Students‟ Progress Committee

6. Students “At Risk” [see 2 above] who either withdrew voluntarily or were 186 [3] (65) 190 [6] (64) 167 [19] (40) 108 [7] (20)

deemed by the Students‟ Progress Committee to have withdrawn (includes

students deemed withdrawn at end of summer term)

TOTAL NUMBER OF WITHDRAWALS RECORDED 960 [118] (329) 963 [119] (340) 1002 [145] (380) 1038 [135] (318)

TOTAL AS PERCENTAGE OF REGISTERED FULL-TIME UNDERGRADUATE 10.9% [1.3] (3.7) 10.7% [1.3] (3.8) 10.8% [1.5] (4.1) 11.4% [1.5] (3.4)

STUDENTS



1 Figures in parentheses represent those who have not returned, but are eligible to be awarded at least an Undergraduate Certificate or Diploma in Higher Education

2 This figure is less than that reported to the Students‟ Progress Committees as it does not include part-time students or those subsequently re-admitted on appeal.

3 Figures in square brackets for 2002/3003 and subsequently represent those students who withdrew in the year concerned but who returned to study in the academic year following.









APPENDIX 2

These are excluded from national statistics of non-continuation.





30

Academic Appeals: 2003 - 2006



Summary of the outcome of academic appeals lodged in 2003/2004, 2004/2005 and in 2005/2006 is given below. Appeals lodged in one academic year may not be resolved until the year following.



Total A B C D

Category 05/06 04/05 03/04 05/06 04/05 03/04 05/06 04/05 03/04 05/06 04/05 03/04 05/06 04/05 03/04

Undergraduate 73 58 64 49 18 13 5 2 4 8 12 10 10 20 27



Postgraduate 15 12 9 3 4 3 0 0 0 95 0 1 0 2 0



TOTAL 88 70 73 52 20 16 5 2 4 17 12 11 10 22 27





E F G H I

Category 05/06 04/05 03/04 05/06 04/05 03/04 05/06 04/05 03/04 05/06 04/05 03/04 05/06 04/05 03/04

Undergraduate 0 3 31 1 2 72 0 13 0 0 1 1 36 3 0



Postgraduate 0 3 2 0 2 3 0 0 0 0 24 0 3 2 0



TOTAL 0 4 5 1 4 10 0 1 0 0 2 0 2 5 0





A = Not competent

B = Withdrawn

C = Upheld by Head of School/Examiners

D = Not upheld by Head of School/Examiners: decision accepted by student

E = Upheld by Senate Academic Appeals Committee

F = Not upheld by Senate Academic Appeals Committee: decision accepted by student

G = Upheld by University Court

H = Not upheld by University Court

I = Still in progress









APPENDIX 3

1 Includes two cases heard by the Senate Undergraduate Academic Appeals Committee on 3/11/04 and referred back to examiners

2 Includes one case heard by the Senate Undergraduate Academic Appeals committee on 1/12/04; at time of writing students still within time limit for appeal to the Court

3 Includes one representation against termination of study originally considered by the appropriate Students‟ Progress Committee and included in the figures in Appendix 2

4 Includes two representations against termination of study originally considered by the appropriate Students‟ Progress Committee and included in the figures in Appendix 2

5 Includes one representation against termination of study originally considered by the appropriate Students‟ Progress Committee and included in the figures in Appendix 2

6 Includes one representation against termination of study originally considered by the appropriate Students‟ Progress Committee and included in the figures in Appendix 2









31

Disciplinary Cases : 2003-2006







Number of Students Allegation admitted or upheld Allegation NOT upheld



Category

2005/06 2004/05 2003/2004 2005/06 2004/05 2003/2004 2005/06 2004/05 2003/2004

Undergraduate 33 37 32 29 21 29 4 16 2

Postgraduate 3 6 1 3 1 1 0 5 1

TOTAL 36 43 33 32 22 30 4 21 3







1. In 2005/2006, 20 of the 36 disciplinary cases related to plagiarism. In 2004/2005, 38 of the 43 disciplinary cases related to plagiarism. In 2003/2004, 29 of the 33

disciplinary cases related to plagiarism.









APPENDIX 4

32

EQUAL OPPORTUNITIES MONITORING DATA

ACADEMIC YEAR 2004/05

Gender Age Ethnicity Disability

(as % of total) (as % of total) (as % of total) (as % of total)



TOTAL M F 18-20 21-25 Over 25 British European Other Yes No

Appeals – undergraduate 58 30 28 17 32 9 47 5 6 9 49

(52%) (48%) (29%) (55%) (16%) (81%) (9%) (10%) (16%) (84%)

Undergraduate Student Population 10227 4635 5592 6031 1415 1476 8760 695 772 832 9395

(45%) (55%) (56%) (13%) (14%) (86%) (7%) (7%) (8%) (92%)

11 2 - 11 2 2 - 11 - 13

Appeals – postgraduate 13 (85%) (15%) (85%) (15%) (15%) (85%) (100%)

Postgraduate Student Population 3283 1443 1840 14 1325 2433 2066 229 988 124 3159

(44%) (56%) (0.4%) (35%) (64%) (63%) (7%) (30%) (4%) (96%)

8 5 3 1 3 4 5 1 2 - 8

Complaints (63%) (37%) (13%) (37%) (50%) (63%) (13%) (25%) (100%)

43 19 24 15 21 7 28 6 9 3 40

Discipline (44%) (56%) (35%) (49%) (16%) (65%) (14%) (21%) (7%) (93%)

Total Undergraduate and Postgraduate 13510 6078 7432 6045 2740 3909 10826 924 1760 956 12554

Population (45%) (55%) (42%) (19%) (27%) (80%) (7%) (13%) (7%) (93%)





ACADEMIC YEAR 2005/06

Gender Age Ethnicity Disability

(as % of total) (as % of total) (as % of total) (as % of total)



TOTAL M F 18-20 21-25 Over 25 British European Other Yes No

35 38 12 46 15 62 5 6 4 69

Appeals – undergraduate 73 (48%) (52%) (16%) (63%) (21%) (85%) (7%) (8%) (5%) (95%)

Undergraduate Student Population 10121 4543 5578 4841 3608 1416 8703 826 592 838 9283

(45%) (55%) (48%) (36%) (14%) (86%) (8%) (6%) (8%) (92%)

Appeals – postgraduate 15 12 3 - 10 5 1 - 14 - 15

(80%) (20%) (67%) (33%) (7%) (93%) (100%)

Postgraduate Student Population 3270 1457 1813 17 961 2292 2170 276 824 117 3153

(45%) (55%) (0.5%) (29.5%) (70%) (66%) (8%) (25%) (4%) (96%)

21 9 12 1 9 11 14 3 4 2 19

Complaints (43%) (57%) (5%) (43%) (52%) (67%) (14%) (19%) (10%) (90%)

36 27 9 8 18 10 15 10 11 3 33

Discipline (75%) (25%) (22%) (50%) (28%) (42%) (28%) (30%) (8%) (92%)

Total Undergraduate and Postgraduate 13391 6000 7391 4858 4569 3708 10873 1102 1416 955 12436

Population (45%) (55%) (36%) (43%) (28%) (81%) (8%) (11%) (7%) (93%)









APPENDIX 5

33

Senate 28/02/07

SENATE Agenda Item: 5

(28 February 2007) SEN06:09





UNDERGRADUATE STUDENT RETENTION



Summary



The attached paper provides Senate with overall data on student withdrawals from Programme Years 1,

2 and 3 for the past two academic years. It highlights the potential financial implications of such

withdrawal rates and the main outcomes of a Student Retention Work Day held on 9 January. Data on

the relationship between academic performance and withdrawal is also provided.





Action Required



The Vice-Principal (Learning and Teaching) will introduce the paper and invite Senate to discuss the

issue of student retention.



Senate will also be asked to agree in principle to students being able to achieve the credits for first half-

session Level 1 and 2 courses on the basis of completion, before Christmas, of in-course assessments,

success in which would give students exemption from the end-of-course summative examinations.



Further Information



Further information is available from Trevor Webb, Academic Registrar and Director of Student &

Academic Services (tel: ext. 3631; email: t.webb@abdn.ac.uk)









34

SENATE

(28 February 2007)



UNDERGRADUATE STUDENT RETENTION

1. INTRODUCTION



1.1 Data on the withdrawal of full-time undergraduate students during the last two academic years has

been analysed and is summarised below:



Number of Full-time Undergraduate Students

Programme 2005/06 2004/05

Year Withdrawals Cohort % Withdrawals Cohort %

1 450 2555 17.6 438 2407 18.2

2 247 2089 11.8 263 2233 11.8

3 180 2048 8.8 206 2213 9.3

TOTAL 877 6692 13.1 907 6853 13.2



1.2 Studies in the UK and elsewhere indicate that many students leave University for a variety of

reasons, and not for a single reason. Despite our best efforts, it will not be possible to secure the

progression of all students. Nevertheless, our withdrawal rates are a cause of concern. And

the University has a moral obligation to ensure that our students have an effective, successful

experience at the University. The issues of student retention must therefore be addressed, with a

view to increasing student progression from the current rates.



1.3 The University will embark on a major review of its curricula later this year, which will be potentially

far-reaching and cover a wide range of issues. While the review will take account of, and impact on,

student retention and population issues, any major changes to our degrees, curricula and academic

structures that might arise from such a review could take several years to implement.



2. FINANCIAL CONSIDERATIONS



2.1 In terms of our student population and financial planning, we admit full-time undergraduate students

on the basis of studying for four years. For every student that withdraws during their first year of

study, the University loses tuition fee income [up to £1,700 per home/EU student (£2,700 for

MBChB students), and £8,600 and £11,200 for each Arts & Social Sciences and Science overseas

student, respectively]. To compensate for this potential loss per student for each of the three

following years and the impact on our student population, the University seeks to attract more new

students by increasing our admissions targets. This places strain on our recruitment activities in

what is already a highly competitive market.



2.2 At current rates of withdrawal from Programme Year 1, the total potential loss of tuition fee income

is c£1m per annum. When this is combined with current rates of withdrawal from Programme Years

2 and 3, the result is a total potential loss of tuition fee income close to c£2m per annum.



2.4 In addition, the University is potentially liable for claw back of teaching grant by the Funding

Council of c £6,000 on average for every Home/EU student who withdraws from a priority funded

subject if the University does not meet its priority funded target. This year, the anticipated

clawback is £300,000.



2.5 Following an analysis of student withdrawals from Programme Year 1, the Advisory Board for

Learning and Teaching held a Student Retention Work Day on 9 January 2007. The event was

chaired by the Vice-Principal (Learning and Teaching) to “brainstorm” the issues of student

retention. It was attended by 38 staff from the three Colleges and the Central Services, and a

representative of the Students‟ Association. The day was intensive and structured around

discussion of a number of themes, as indicated in Section 3 below.



2.6 Although the focus of the Work Day was the retention of full-time undergraduate students, many of

the outcomes in terms of improving the information and support available to students would be

applicable to all students, including taught and research postgraduate students.





35

3. THE WAY AHEAD



Action from the start of the 2007 second half-session



3.1 A number of areas were identified for immediate action to assist current undergraduate students in

completing their studies successfully this year, as summarised below:



 Advisers of Studies have been asked to meet, by the end of February, all their Advisees who

are either showing signs of poor academic performance or have been flagged (through the

student monitoring procedures) as “at risk”.

 A Student Help Guide has been developed for Advisers of Studies and Course Co-ordinators to

use when referring students to the various support services for non-academic support, and

which will also be a useful resource for students.

 No student will be given a withdrawal form (unless they insist) without being seen by an

Administrator in the Registry (who will arrange immediate referral to relevant student support

agencies and/or Advisers of Studies, as appropriate).

 The Centre for Learning and Teaching is reviewing its study skills materials and guides, with a

view to making these available on-line to students.

 The Vice-Principal (Learning and Teaching) has discussed with Heads of Schools the academic

support that Schools could make available, to ensure that students are better prepared for their

second half-session and resit examinations, to include the provision of feedback to students on

their performance and, where appropriate, on their examination technique and how better to

prepare for examinations: these issues are being taken forward by the College Executives.



Supporting students’ transition to the University and providing targeted support for new

entrants



3.2 A range of measures was discussed in regard to the information that we should provide prospective

and current students about study and life on campus, and as a student, so that they have a realistic

understanding of their expectations and arrive better prepared for their transition to the University;

and on how we might provide targeted support for students for whom transition and progression

might be more difficult. Possibilities discussed included the following:



 Providing applicants with information about life and study at the University, and on-line study

materials.

 Providing subject-specific study guides, which differentiated between levels of study, for use by

applicants, and also by students throughout their university careers, to reduce any mis-match of

students‟ expectations of what it is like to study a particular subject at Aberdeen.

 General reading lists being made available to applicants, possibly via the above subject study

guides, so that students can arrive better prepared for, and informed about, studying their

chosen degree programme.

 Identifying subject liaison staff (e.g. Year or Level Tutors) who, in liaison with the Student

Recruitment and Admissions Service, could make regular contact with applicants who had been

offered places at the University, as a means of applicants feeling a sense of belonging and

attachment to a School prior to entry and which might assist with conversion rates of offers to

acceptances.

 Providing better support to international students prior to their arrival and during their first few

weeks in Aberdeen, possibly by offering such students a student “buddy”.

 Identifying specific support that the Centre for Lifelong Learning could provide for degree

students entering by the Summer School.

 The Centre for Learning and Teaching scoping the requirements for, and implications of, giving

applicants who have received an offer access to protected on-line resources e.g. through

WebCT (to incorporate subject-specific suggestions like reading lists, skills improvement

materials and resources or example lectures, together with generic resources and information

about the expectations of students and study).

 Linking aspects of the above to Personal Development Planning for undergraduate students, a

pilot of which will be implemented in 2007/08.



The above ideas are being taken forward through the Advisory Board for Learning and Teaching

and College Executives, as appropriate.









36

Induction, Advising and the First Year



3.3 Induction to life at University and studying at HE level, both initial and throughout the first year, is

seen as key to students successfully completing their studies. A number of issues have been

identified for further immediate consideration, as outlined below:



 Considering how each student can be assigned to a “parent” School, which would provide pre-

entry, initial and on-going academic induction.

 Considering the relationship between Advisers of Studies and the requirements of students for

pastoral and non-academic support, possibly by introducing a scheme such as the Regent

Scheme in medicine or allocating each student a personal tutor to provide non-academic

support and guidance.

 Considering ways of providing peer assisted learning and support through the Centre for

Learning and Teaching.



These issues are being taken forward by the Advisory Board for Learning and Teaching, for

implementation, where possible, from the next academic year.





Supporting student progression



3.4 Several areas were identified for consideration in regard to supporting student progression, not only

through their first year but beyond. These include the following:



 Raising staff awareness of differences in learning styles and that students will arrive at

University having had different educational experiences.

 Reviewing the assessment format, load and balance, particularly for level 1 courses.

 Ensuring that students receive regular, formative, evaluations of, and feedback on, their work to

facilitate student learning.

 Stimulating students to undertake scholarship and research, including graduate study.

 Ensuring that recognition and reward schemes for staff take cognisance of significant

contributions to student support.



These issues are being taken forward by the Advisory Board for Learning and Teaching in the first

instance.





Student monitoring, examination performance and progression



3.5 Table 1 in Annex A shows a clear correlation between academic performance (either with being

identified as “at risk” through the student monitoring system or in regard to examination

performance) and student withdrawal. A key outcome of the Student Retention Work Day was the

recognition that the University‟s assessment framework should be reviewed. In particular, we need

to consider our mechanisms for supporting learning, through formative assessment and feedback

processes. Paragraph 3.4 above refers.



3.6 To this end, the Senate is asked to agree with the proposal that consideration be given to

revising the assessment structure of Level 1 and 2 courses for implementation in the next academic

year. Specifically, that students be given the opportunity to take formative assessments before

Christmas, a pass in which would allow credit to be awarded and exemption from the end-of-course

summative examinations. Examples of formative assessments would include course work,

laboratory/tutorial assessments, other tests carried out in class time at various points during the

course, on-line tests/examinations, and are likely to vary according to discipline. If approved, there

are several implications that would need to be taken into consideration, e.g. the start date of

teaching the second half-session for Level 1 and 2 courses and the timing of the end-of-course

written examinations.









37

4. OTHER INITIATIVES/ISSUES



Communication



4.1 It is known that Advisers of Studies and Schools are often unable to contact students who are

identified as “at risk”, in spite of making repeated attempts (via e-mail, landline or mobile phone).

As part of the review of our provision of academic and pastoral support, we will therefore consider

how we can improve student monitoring and what other mechanisms can be put in place to maintain

regular contact with those students for whom additional support and guidance might be required.



4.2 The Registry is also considering how it can provide better information to Advisers and Schools in

regard to the previous educational experience of students.



The first year experience



4.3 As part of collecting data from students, two questionnaires have recently been made available to

first-year students. The first was a questionnaire designed by external consultants who are

surveying, on behalf of a number of UK universities, the first year experience of international

students (defined as those who are classified as overseas for fees purposes). The second

questionnaire was an in-house questionnaire that all entrants to Programme Year 1 have been

asked to complete. Analyses of the results are awaited and will inform future developments. In

addition, the Vice-Principal (Learning and Teaching) is holding focus groups with students to look at

issues for students at key points in the academic year, e.g. at assessment periods.



Curriculum Review



4.4 The Advisory Board for Learning & Teaching will bring forward recommendations to the Senior Vice-

Principal in regard to the University‟s assessment framework, the structure of the academic year and

the University‟s degree-entry structure, to support and inform the forthcoming curriculum review.



Resources



4.5 Many of the above outcomes of the Student Retention Work Day will have implications for academic

staff, and in particular Course Co-ordinators in regard to the provision of subject-specific study

materials. It is essential that any additional burden on academic staff should be minimal. For

example, while requiring an initial investment in staff time, the provision of subject study guides,

reading lists and formative assessments should, wherever possible, be made available on-line and

written so as to require minimal annual updating and further expenditure of staff time on such

matters. We should also design imaginative feedback mechanisms so that all students can benefit

from feedback on their performance while allowing individual students to gain personal feedback

where this is needed. Our provision of educational development to staff in the design of

assessments and feedback, and in adapting our provision to a range of student learning styles,

could play a significant role in helping our academic staff to help our students progress.



Management Information



4.6 It is essential that Colleges, Schools and central services have ready access to reliable and usable

data to support curricular changes and activities to meet students‟ requirements and to address

issues of student retention. The College Registrars are identifying the types of data that they would

find helpful, and in which formats: this will then be taken forward by the Registry.



Supporting Student Return After Withdrawal



4.7 For some students, time-out from their studies will be the most appropriate option. We are therefore

identifying the support that can be made available to students who withdraw, not only to encourage

their return in the following academic year but to ensure, as far as possible, their successful

continuation in study and subsequent progression.





12 February 2007 Trevor Webb

Academic Registrar and

Director of Student & Academic Services



38

Annex A



TABLE 1: Relationship between full-time undergraduate students who have been flagged as “at risk” through the student monitoring procedures

and examination performance, and student withdrawal.



Key

The figures in parentheses indicate the total cohort for each Programme Year

T = The total number of students in the Year cohort meeting the criteria

W = The number of students who withdrew





2005/06 2004/05



Criterion 3

Pg Yr 1 Pg Yr 2 Pg Yr 3

1

Pg Yr 1 Pg Yr 2 Pg Yr 3

(2555) (2089) (2048) (2407) (2233) (2213)

W T W/T% W T W/T% W T W/T% W T W/T% W T W/T% W T W/T%

One or more C3/C5/C6/C7 “at risk” flags 322 875 36.9 173 621 27.8 90 338 26.6 293 792 36.7 188 680 27.6 116 437 26.5

One or more Fail/NP in the first half-session 277 866 32.0 171 657 26.0 131 459 28.5 282 824 34.2 173 621 27.9 131 455 28.8

One or more Fail/NP in the second half-session 187 742 25.2 133 644 20.7 115 398 28.9 224 877 25.5 147 629 23.4 115 383 30.0

One or more Fail/NP in both half-session exams 148 475 31.2 106 406 26.1 88 264 33.3 182 523 34.8 119 371 32.1 88 243 36.2

One or more Fail/NP in a previous academic year N/A 180 894 20.1 166 1015 16.4 N/A 175 910 19.2 166 1132 14.7







Commentary

 37% of all Programme Year 1 students flagged as “at risk” in each of the last two academic years have withdrawn from study.

 There is a strong correlation across all Programme Years between failure in examinations and withdrawal, with between a quarter and one-third of

students who fail examinations subsequently withdrawing from their degree programme.

 Up to 20% of those who have failed an examination in one academic year but who progressed to the next Programme Year subsequently withdrew from

study.









3

Includes BScEng Programme Year 0

39

Senatus Academicus

(28 February 2007)



Report from the University Committee on Teaching and Learning



The Senate is invited to approve the following:



1. Invigilation



The Senate is invited to approve the proposal that individuals who are not members of academic staff

be permitted to act as examination invigilators.



Currently, the University requires that examination invigilators are members of academic staff. The

UCTL, for its part, approved a proposal that the policy regarding who is permitted to act as

examination invigilators be widened to include individuals who are not members of academic staff. It

was agreed that the task of invigilation could be carried out be other categories of staff, providing

appropriate training was available. The UCTL agreed that the guidance on the appointment of

invigilators for Heads of School, contained in the Rules for the conduct of prescribed assessments

and written examinations for degrees or diplomas, should be amended to read:

Invigilators will normally be members of Staff of the University. Where appropriate, Heads of

School may opt to appoint other suitably qualified individuals to act as Invigilators of University

Examinations.



2. Double marking at honours and postgraduate taught levels



The Senate is invited to approve the proposal that the University replace the requirement for full

double-marking of all summative assessments taken as part of an Honours or Postgraduate Taught

Programme with a system of moderated double-marking (Appendix 1).





3. Regulatory Changes



3.1 The Senate is asked to approve, and forward to the University Court, the draft Resolution

„Changes in Regulations for Various Degrees‟ (Appendix 2)



3.2 The Senate is asked to approve, and forward to the University Court, the draft Resolution

„Regulations for the Degrees of Bachelor of Arts in Theology and Bachelor of Arts in Youth

Work with Applied Theology‟ (Appendix 3)









40

Appendix 1 to Paper SEN06: 10



Double marking of summative assessments at honours and postgraduate taught levels





Senate is invited to approve the proposal that the University adopt a system of moderated

double marking for summative assessments at honours and postgraduate taught levels. This

will, as a minimum, only require double marking of a selection of scripts.





Background



Current University policy requires that all summative assessments which contribute towards an

overall course mark or programme award, that are taken as part of an Honours or Postgraduate

Taught Programme, must be double-marked, normally internally, with the two markers assessing a

script “blind”. In response to a request received from the School of Biological Sciences the UCTL has

given consideration to relaxing this requirement.



The QAA Code of Practice on Assessment states that “evidence of moderation is an important

feature of internal procedures”. However, the QAA recognises that institutions will develop differing

policies and procedures on marking and moderation, and that different methods of internal

moderation are more or less appropriate for particular situations. Institutions should determine “when

double or second marking should be used and what approach should be taken”.



At its meeting on 2 February 2007 the University Committee for Teaching and Learning (UCTL)

approved, for its part, the proposal to relax the requirement for full double marking of all summative

assessments that are taken as part of an Honours or Postgraduate Taught Programme. The UCTL

further approved amendments to the criteria used to select scripts for scrutiny by External Examiners

to ensure that these align with those for double marking. The proposals were discussed in detail by

the Heads of School and have received their full support.





(i) Selection of scripts for double marking



It is important that the system selected for moderation of marks is as simple to understand and

operate as possible, whilst still ensuring that the University can be confident the academic standards

it applies to its marking are of a sufficiently high standard.



The UCTL agreed that the upper limits of the various bands on the Common Assessment Scale

(CAS) should continue to be double marked. This would ensure that the boundaries between pass

and fail and the various CAS levels have been correctly applied by the first marker. Furthermore, it

was agreed that there should be a requirement that all markers have, at least, some of their scripts

double marked. In the categories defined below it is proposed that the minimum proportion of each

marker‟s scripts which would require double marking be 10%, or 10, whichever is the lesser figure.

This percentage would include scripts on the boundary of the CAS bands, and if required, and a

selection of the rest of the scripts marked.



Double marking would be required for:

 all scripts for which the first marker has awarded an overall CAS mark of 8,11,14, and 17-20,

and additionally, in the case of Level 4 courses, a CAS mark of 5.

 Schools should ensure that a minimum of 10%, or 10, whichever is the lesser figure, of each

marker‟s scripts have been double marked. If this proportion is not met by the double marking

of the CAS band boundaries outlined above, a selection of scripts for which the first marker

has awarded a CAS mark of 6/7, 9/10, 12/13 and 15/16 should also be double marked.





These criteria are intended to be used as a minimum standard. The changes proposed do not

preclude a Head of School continuing to require full double marking if it is desired.





41

(ii) Selection of scripts for External Examiner scrutiny





The amendments in to the Academic Quality Handbook (AQH), detailed below, are proposed in order

to align External Examiner scrutiny of scripts with the minimum requirements for double marking

whilst still ensuring that External Examiners are able to fulfil their primary roles, as defined in the QAA

Code of Practice, of “verifying that academic standards are appropriate” and that “assessment

processes are sound [and] fairly operated”.





External Examiners will require to see a selection of double and single marked scripts in order to

verify that marking has been of a consistent standard. As the primary aims of double marking and

External Examiner scrutiny are intended to be to ensure that the boundaries between pass and fail

and the various CAS levels have been correctly applied, it is proposed to amend the criteria used for

selecting scripts for scrutiny by External Examiners detailed in section 7.9.8 in the Academic Quality

Handbook as follows (additions in bold and deletions scored through):







 Courses and summative assessments (e.g. general or language papers) which are part of

an Honours or postgraduate taught programme



o those for which the internal markers have agreed an overall CAS mark of 11, 14 and

1817-20

o those for which the internal markers have agreed an overall CAS mark of 6-8 (in the

case of Level 4 courses, an overall CAS mark of 5-8)

o a small selection of those for which the internal markers have agreed an overall CAS

mark of 9-10 11, 12-13 14 and 15-16 17, to include a selection of single and double

marked scripts.

o those for which two the internal markers have been unable to agree an overall mark.

o any others requested by the External Examiner or the Head of School





Clearly, any proposals to change the way marking is conducted at the University would be

communicated to External Examiners in due course. It should, however, be noted that the overall

impact of the proposed amendments may be to increase the volume of papers sent to the External

Examiners.









42

Appendix 2 to Paper SEN06: 10



SENATUS ACADEMICUS

(28 February 2007)



REPORT FROM THE UNIVERSITY COMMITTEE ON TEACHING AND LEARNING



Degree; Diploma and Certificate Regulations



On the recommendation of the University Committee on Teaching and Learning, the Senate is asked

to approve, for its part, and to forward to the University Court, the draft Resolution „Changes in

Regulations for Various Degrees‟ (Appendix 1).



The Resolution enacts the changes in Degree Regulations recommended by the Academic

Standards Committees since March 2006.



The Senate is asked to empower the Conveners of the Academic Standards Committees to consider

and approve, on its behalf, any drafting amendments to the above document which may be

suggested by the Business Committee of the General Council in the course of its consideration of the

draft Resolution, or which may come to light following circulation of the Senate papers.









43

DRAFT RESOLUTION NO OF 2007



[CHANGES IN REGULATIONS FOR VARIOUS DEGREES]





After consultation with the Senatus Academicus, the University Court, at its meeting on passed

the following Resolution:



1. On the recommendation of the Senatus Academicus, the following changes to Degree

Regulations are hereby approved.



2. Resolution No. 140 of 1990, in so far as it refers to the Degree of Bachelor of Land

Economy (BLE), is revoked.



3. The last intake to the Degrees of Doctor of Medicine (MD) and Master of Surgery (ChM)

under Resolution 9 of 1967 will take place on 1 June 2007. Students admitted before that

date will be permitted to complete their studies for the degree in accordance with the

Regulations in force at the date of their admission, but if they have not done so within five

years of that date shall be considered to have abandoned their candidature. Alternatively,

such candidates may, after application to the Academic Standards Committee

(Postgraduate), be permitted to complete the requirements under the Regulation

contained in this Resolution.



4. This Resolution shall come into force on the fifteenth day of September, Two Thousand

and Seven.



1. General Regulations for First Degrees and Undergraduate Diplomas



Regulation 1.1



In the existing regulation for the existing definitions substitute as follows:



„Exemption: acceptance of a previous qualification or period of study as either fulfilling a

programme requirement to attend a named course, or as a prerequsite for

entry to a named course. Exemptions have no credit value. Candidates

granted an exemption must attend another course, or undertake directed

reading under the supervision of a Tutor appointed by the relevant Director of

Undergraduate Programmes, of equivalent value in order to obtain the

appropriate SCOTCAT credit points.



Recognition: acceptance of previous qualifications or accredited prior learning as being

equivalent to the award of Credit Points at a specified level at or above SCQF

level 7. Recognitions may be associated with a named course or courses, or

may be unnamed. Provided they have been awarded as specific credit,

recognitions can count towards both progress and graduation requirements.‟





Regulation 14



To the existing regulation add „For the purposes of this Regulation, the definitions of “exemption” and

“recognition” are as prescribed in Regulation 1.1.



Regulation 16.1 (b) and (c)



From the existing regulations delete „or been exempted from,‟



In the existing regulations following „[including‟ insert „, by award, recognition or exemption,‟





44

Regulation 17.1 (3)



From the existing regulation delete „or been exempted from,‟



In the existing regulation following „240 credit points‟ insert „, including at least 120 credit points

obtained by award during programme year 2, and‟.



Regulation 17.2



From the existing regulation delete „and/or exemptions‟; „or from which they are exempted‟.





2. Supplementary General Regulations for the Award of Combined Degrees with

Education



Regulations 7 (a), (b) and (c)



In the existing regulations for „or exemption‟ substitute „or recognition‟.



3. Supplementary Regulations for the Degree of Master of Arts (MA)



Regulation 2.1



In the existing regulation for „SCE Certificate of Sixth Year Studies‟ substitute „NQ Advanced Higher‟.



Regulation 9



In the list of approved programmes for the Designated Degree of MA add „Archaeology‟; delete

„European Cultural Studies‟; 'Gender Studies‟.



Regulation 12 (1)



To the list of approved programmes for the MA with Single Honours add „Archaeology‟.



Regulation 12 (2)



In the list of approved programmes for the MA with Joint or Combined Honours add „Celtic

Civilisation-French‟; „Education-Physics‟; „Gaelic Studies – Politics‟; „History-Legal Studies‟; delete

„Accountancy–Social Research‟; „Anthropology-Gender Studies‟; „Celtic Civilisation–Social Research‟;

„Cultural History-Gender Studies‟; „Cultural History–Social Research‟; „Divinity-Gender Studies‟;

„Divinity–Social Research‟; „Economics-Gender Studies‟; „Economics–Social Research‟; „English-

Gender Studies‟; „English–Social Research‟; „Film Studies–Social Research‟; „Finance-Gender

Studies‟; „Finance–Social Research‟; „French-Gender Studies‟; „French–Social Research‟; „Gaelic

Studies– Social Research‟; „Gender Studies-German‟; „Gender Studies-Hispanic Studies‟; „Gender

Studies-History‟; „Gender Studies-History of Art‟; „Gender Studies-International Relations‟; „Gender

Studies-Philosophy‟; „Gender Studies-Politics‟; Gender Studies-Religious Studies‟; „Gender Studies-

Sociology‟; „Geography – Social Research‟; „German – Social Research‟; „Hispanic Studies–Social

Research‟; „History–Social Research‟; „Legal Studies–Social Research‟; „Management Studies–Social

Research‟; „Philosophy–Social Research‟; „Politics–Social Research‟; „Psychology–Social Research‟;

„Religious Studies–Social Research‟; „Two European Languages with Teacher Education‟..



New Regulation



Following the existing Regulation 12, insert new Regulation to read as follows:



„Candidates who have completed a Single Honours Programme in a discipline other than French,

German or Hispanic Studies, and who have obtained not less than 120 credits, including 30 credits at

level 3, in the appropriate language, and who are otherwise qualified, will be entitled to have the title

of their degree award suffixed „with Options in French, German or Spanish Language‟ as

appropriate.‟

45

Renumber subsequent regulations accordingly:



4. Supplementary Regulations for the Degree of Bachelor of Education (BEd)



Regulation 1



In the existing regulation for „shall be conferred‟ substitute „shall normally be conferred‟.



From the existing regulation delete „Two programmes are offered: Primary Education: Music*.‟



In the existing regulation before the final sentence insert a new sentence to read as follows:



„It aims to equip students with the knowledge, skills and attitudes which are necessary to prepare

them for successful entry to the teaching profession as beginning nursery or primary school teachers;

and is accredited by the General Teaching Council for Scotland.‟



Regulation 2



In the existing regulation for „. also normally attend for interview‟ substitute „undertake Disclosure

Scotland clearance, and must also normally attend for interview.‟



Regulation 6 (a)



In the existing regulation for „exemption‟ substitute „recognition‟.



To the existing regulation add „, including the Programme Year 1 requirement in School Experience‟.



Regulation 6 (b)



In the existing regulation for „exemption‟ substitute „recognition‟; for „225‟ substitute „240‟.



From the existing regulation delete „including the Programme Year 1 and 2 requirements in School

Experience.‟



5. Supplementary Regulations for the Degree of Bachelor of Arts (BA) in the Field of

Professional Studies in Education



Regulation 1



In the list of approved programmes for the Professional Development Programme add „BA in

Professional Development (Adult Literacies)‟; „Teaching Qualification (Adult Literacies) TQ(AL);

„Certificate in Adult and Community Learning‟ delete „BA in Professional Development (Education)‟;

„BA in Professional Development (Social Work)‟; „Diploma of Higher Education in Professional

Development (Education)‟; „Certificate of Higher Education in Professional Development (Education)‟;

and delete duplication of „Diploma of Higher Education in Professional Development‟.



To the final sentence of the existing regulation following „Certificate in Child Protection‟ add „and

Certificate in Adult and Community Learning‟.



To the existing regulation insert a final sentence to read as follows; „The TQ(AL) is awarded to

candidates achieving 120 credit points at SCQF Level 9 in prescribed courses of the programmes as

approved by the Academic Standards Committee (Undergraduate).‟



Regulations 9 (a), (b), 12 (a), (b) and 13



In the existing regulations for „exemption‟ substitute „recognition‟.







46

6. Supplementary Regulations for the Degree of Bachelor of Science in

Pure Science (BSc)



Regulation 5.1



To Group A add „ Archaeology‟; „Global Challenges‟.



Regulation 9



To the list of approved programmes for the Designated Degree of BSc add „Archaeology‟; „Artificial

Intelligence‟; „Genetics and Psychology‟; „Geosciences (Global Challenges)‟; „Global Challenges:

Science, Environment and Society‟; „Medical Microbiology‟; „Physical Science (Global Challenges)‟;.



Regulation 12



In Section (i) of the existing regulation detailing Single Honours programmes approved for the degree

add „Archaeology‟; „Artificial Intelligence‟; „Artificial Intelligence (with Industrial Placement)‟; „Genetics

and Psychology‟; „Geosciences (Global Challenges)‟; „Global Challenges: Science, Environment and

Society‟; „Internet Information Systems (with Industrial Placement)‟; „Medical Microbiology‟; „Medical

Microbiology (with Industrial Placement)‟; „Physical Science (Global Challenges)‟ for „Development

Biology (Embryos, Stem Cells and Birth Defects)‟ substitute „Human Embryology & Development

Biology‟.



Regulation 15



In the existing regulation for „exempted from ‟ substitute „awarded recognitions‟.



In the second sentence of the existing regulation for „If a candidate is so exempted‟ substitute „For

candidates awarded such recognitions‟.



From the existing regulation delete the final sentence.



Regulation 16



In the existing regulation for „obtained exemption‟ substitute „been awarded recognitions‟; for

„exemption‟ substitute „recognition‟; for „third‟ substitute „second‟.



7. Supplementary Regulations for the Degree of Master of Chemistry (MChem)



Regulation 4



In the existing regulation for „In the case of exemption being granted by the Academic Standards

Committee (Undergraduate)‟ substitute „For candidates awarded recognitions‟.





8. Supplementary Regulations for the Degree of Bachelor of Science in Agriculture

(BSc Agr)



Regulation 4 (i) and (iii)



Delete the existing regulations.

Renumber existing Regulation 4 (ii) as Regulation 4









47

9. Supplementary Regulations for the Degree of Bachelor of Science in Biomedical

Sciences (BSc Biomed Sci)





Regulation 3 (i),(ii) (iv)



Delete the existing regulations



Renumber existing Regulation 3 (iii) as Regulation 3



Regulation 3 (iii) [Renumbered 3]



For „In respect of any such recognitions and exemptions granted,‟ substitute „Where a candidate is

granted recognition on the basis of previous study‟.



From the existing regulation delete „for candidates‟.



Regulation 5 (a) and (b)



In the existing regulation for „award or exemption‟ substitute „award, recognition or exemption‟





10. Supplementary Regulations for the Degree of Bachelor of Science in Forestry

(BSc For)



Regulation 3 (i)



In the existing regulation for „be exempted from‟ substitute „receive recognitions for‟.



Regulaton 3 (ii), (iii) and (iv)



Delete the existing regulations



Renumber existing Regulation 3 (iii) as Regulation 3



Regulation 6



In the existing regulation for „exemption‟ substitute „recognitions‟.



11. Supplementary Regulations for the Degree of Bachelor of Science in Health

Sciences (BSc Health Sci)



Regulation 3 (i) and (ii)



Delete the existing regulations.



Renumber existing Regulation 3 (iii) as Regulation 3



Regulation 3 (iii) [Renumbered 3]



In the existing regulation for „In respect of any such recognitions and exemptions granted‟ substitute

„Where a candidate is granted recognition on the basis of previous study‟.



Regulation 5



From the list of Honours programmes available delete „Health Sciences (Health and Women‟s

[Gender] Studies.





48

12. Supplementary Regulations for the Degree of Master of Engineering (MEng)



Regulation 9.1 and 9.2



From the existing regulations delete „or been granted exemption from,‟.



Regulation 10



In the first sentence of the existing regulation before „of those years‟ add „following receipt of the

results for the first half-session and then again following receipt of the results for the second half-

session‟.





13. Supplementary Regulations for the Degree of Bachelor of Engineering (BEng)



Regulation 4



In the list of approved programmes for the BEng add „Engineering (Electronics with Computer and

Software Engineering)‟; delete „Engineering (Electronics and Software Engineering); „Engineering

(Electronics and Computer Engineering)‟.



Regulations 9.1, 9.2, 9.3 and 9.4



From the existing regulations delete „or been granted exemption from,‟.



14. Supplementary Regulations for the Degree of Bachelor of Science in Engineering

(BSc Eng)



Regulations 9 (b),10.1 (a), (b) and (c)



In the existing regulations for „exemption‟ substitute „recognition‟.



To the first sentence of the existing regulation for „achieve a minimum CAS mark of 4 in‟ substitute

„attend on and attain a class certificate in‟.



15. Supplementary Regulations for the Degree of Bachelor of Laws (LLB)



Regulation 11



From the final sentence of the existing regulation delete „or exemption‟.





16. Supplementary Regulations for the Degree of Bachelor of Laws and European

Legal Studies (LLB and European Legal Studies)



Regulation 46



To the second sentence of the existing regulation for „at the University of Aarhus, Bergen*, Deusto,

Helsinki, Leuven or Masastricht‟ substitute „abroad under an ERASMUS ICP contract at one of the

approved host Universities specified in Annex B15‟.



Regulation 47



To the first sentence of the existing regulation for „the aforementioned Aaarhus, Bergen* Deusto,

Helsinki, Leuven or Maastricht Universities‟ substitute „one of the host‟.



Regulation 48



To the existing regulation for „either Aarhus, Bergen*, Deusto, Helsinki, Leuven or Maastricht‟

substitute „the host‟ for „the relevant‟ substitute „that‟.

49

Regulation 49



To the existing regulation for „Aarhus, Bergen*, Deusto, Helsinki, Leuven or Maastricht‟ substitute „the

host‟ for „SOCRATES‟ substitute „ERASMUS‟.



Regulation 53



To the existing regulation for „Aarhus, Helsinki, Leuven or Maastricht‟ substitute „the host‟ for „Aarhus,

Bergen*, Deusto, Helsinki, Leuven or Maastricht‟ substitute „their host institution‟



Regulation 54



To the existing regulation for „ „Aarhus, Bergen*, Deusto, Helsinki, Leuven or Maastricht‟ substitute

„the host‟.



Delete „*The option of studying at the University of Bergen will not be available in Academic Year

2006/07.‟





17. Supplementary Regulations for the Diploma in Legal Studies



Regulation 55



Delete „(subject to Senate approval)‟.





18. Supplementary Regulations for the Degree of Bachelor of Science in Medical

Science (BSc Med Sci)



Regulation 2



In the existing regulation for „Phase II‟ replace „Programme Year 3‟; for „Dean‟ replace „Head of

School of Medicine‟.



19. Regulations for the Preparation and Submission of Postgraduate Theses



Regulation 1



From the existing regulation delete



„Candidates for the Degrees of MD and ChM must in addition, as required by the Regulations for

those degrees, have applied for the approval of their candidature not less than six months before

the intended date of submission.‟



Regulation 2(iii) and 2(v)



In the existing regulation for „Postgraduate Registry‟ substitute „Registry‟.



Regulation 4



In the existing regulation for „Postgraduate Officer‟ substitute „College Postgraduate Officer‟.





20. Supplementary Regulations for the Degrees of Doctor of Medicine (MD) and

Master of Surgery (ChM)



Delete the existing regulation.





50

21. General Regulations for Research Degrees.



Regulation 1



To the list of approved programmes for Research Degrees under „In Medicine‟ add „The degree of

Doctor of Medicine (MD)‟; „The degree of Master of Surgery (ChM)‟.



Regulation 2



To the existing regulation, add:



„Candidates for the Degree of Doctor of Medicine or for the Degree of Master of Surgery shall

either (a) be graduates of the University in Medicine and Surgery of at least two years‟ standing,

and have been engaged since full registration for at least one year either in scientific work

bearing directly on their profession or in the practice of medicine or surgery respectively, or (b)

have held for not less than two years a registrable medical qualification awarded by a University

recognised for this purpose by the University Court; and have, for at least two years prior to their

submission for the degree in accordance with Regulation 2 below, held in Aberdeen or in the

vicinity thereof or in Inverness a research or teaching appointment approved for this purpose by

the Academic Standards Committee (Postgraduate); and have been registered within that period

with the General Medical Council of the United Kingdom. Candidates qualifying as eligible under

section (b) of this regulation must submit a thesis within two years of the termination of their

research or teaching appointment in the vicinity of Aberdeen or in Inverness.‟



Regulation 10



To the existing regulation, add „For the Degrees of Doctor of Medicine and Master of Surgery – not

less than 18 months full-time or 24 months part-time.‟



Regulation 12



To the existing regulation for „MPhil‟ substitute „MPhil, MD or ChM‟.



Regulation 13



To the existing regulation add „International Christian College‟



Regulation 19



To the existing regulation add „The thesis of a candidate for the MPhil/PhD in Musical Composition

may take the form of a portfolio or original composition, accompanied by a written commentary on the

work submitted.‟



Regulation 23



For the existing regulation substitute the following:



The Academic Standards Committee (Postgraduate) shall not approve a thesis for the degree of

Doctor of Philosophy or Doctor of Engineering unless it is satisfied, having considered the reports

of the examiners, that it makes a distinct contribution to knowledge and affords evidence of

originality as shown by the exercise of independent critical powers. Nor shall the Committee

approve a thesis for the degrees of Doctor of Medicine or Master of Surgery unless it is satisfied,

having considered the reports of the examiners, that it makes a distinct contribution to knowledge

and affords evidence of originality as shown in the exercise of independent critical powers. Nor

shall the Committee approve a thesis for the degree of Master of Philosophy unless it is satisfied,

having considered the reports of the examiners, that it makes a contribution to knowledge and

affords evidence of originality. Nor shall the Committee approve a thesis for a one-year Master’s

degree unless it is satisfied, having considered the reports of the examiners, either that it

displays evidence of originality or that it is a satisfactory, orderly and critical exposition of existing

knowledge within the field concerned.

51

In applying these standards the Committee will consider what can be properly achieved in the

one, two or three years‟ full-time work which is required for the various degrees. Further, the

Committee shall not approve a thesis for any degree unless the thesis meets acceptable

standards in the use of English, in quotation and citation, and in presentation.



Regulation 24



For the existing regulation, substitute the following:



„The Academic Standards Committee (Postgraduate), having considered the reports of all the

Examiners appointed, may on first examination: (i) decide that the thesis be sustained, if appropriate

subject to minor corrections (which should be completed within 3 months); (ii) decide that, though

they are unable to recommend that the thesis be sustained, a candidate may re-submit the thesis in a

revised form, for the same degree, within a stated period, which shall not exceed twelve months; (iii)

decide that a candidate, whose thesis does not meet the standards for the degree as specified in

Regulation 23 but which does meet the standards specified in Regulation 23 for a lower degree

appropriate to the discipline in which the candidate is registered, be awarded the latter degree without

further examination; (iv) decide that they are unable to recommend that the thesis be sustained and

that the candidate may re-submit the thesis in a revised form for a lower degree, within a stated

period which shall not exceed twelve months; or (v) decide that the thesis be not sustained.

When the thesis is re-submitted (see (ii) and (iv) above), the Examiners, who shall normally be those

appointed to examine the original submission, may: (vi) decide that the thesis be sustained, if

appropriate subject to minor corrections (which should be completed within 3 months); (vii) decide

that a candidate, whose thesis does not meet the standards for the degree as specified in Regulation

23 but which does meet the standards specified in Regulation 23 for a lower degree appropriate to

the discipline in which the candidate is registered, be awarded the latter degree without further

examination; or (viii) decide that the thesis be not sustained.



Only one re-submission of a thesis will be permitted, irrespective of the degree being considered.



Where a candidate has failed to meet the standards required for award of any degree but has

produced work that, in the opinion of the Examiners, is of sufficient merit to warrant formal

recognition, it shall be in the power of the Examiners to recommend the award of a Certificate of

Postgraduate Research Studies in the discipline concerned.



Where the examiners decide that, though they are unable to recommend that the thesis be sustained,

a candidate may re-submit the thesis in a revised form, for the same degree, within a stated period

which shall not exceed twelve months (see (ii) above), but where the candidate indicates that they do

not wish to resubmit, the examiners may decide that a candidate, whose thesis does not meet the

standards for the degree as specified in Regulation 23 but which does meet the standards specified

in Regulation 23 for another degree appropriate to the discipline in which the candidate is registered,

be awarded the latter degree without further examination (see (iii) above).‟



Regulation 25



To the existing regulation add „The degrees of Doctor of Medicine and Master of Surgery may be

awarded with Honours, or with Commendation, on the unanimous recommendation of the Examiners

concerned.‟



22. General Regulations for Taught Postgraduate Awards



Regulation 1



For the existing regulation substitute the following:



„Taught programmes of study at postgraduate level may lead, as appropriate, to award of an

advanced Certificate or Diploma (based on satisfactory completion of a prescribed programme of

study at levels 1 to 4), a Postgraduate Certificate (based on accumulation of not less than 60

credit points including at least 40 at level 5), a Postgraduate Diploma (based on accumulation of

52

not less than 120 credit points wholly or mainly at level 5), or an appropriate Master‟s Degree

(based on accumulation of not less than 180 credit points including at least 150 at level 5,

normally including a dissertation or individual research project). The requirements for award of a

Postgraduate Certificate, Postgraduate Diploma or Master‟s Degree are considered to be

equivalent to periods of 15, 30 or 45 weeks of full-time study and assessment, respectively. To

be awarded a qualification, candidates must also attain such level of performance in each course

which is part of a programme, and in a programme overall, as the Academic Standards

Committee (Postgraduate) may specify in the Calendar Entry for that programme. For the

purpose of this and of succeeding regulations, the terms „course‟, „credit point‟, and „programme‟

shall have the meaning attached to the terms „course‟, „credit point‟ and „degree programme‟,

respectively, in the General Regulations for First Degrees. The University also awards a

Postgraduate Certificate in Research Methods, a Postgraduate Diploma in Research Methods,

and the Degree of Master of Research under the provisions of General Regulation 7 for

Research Degrees. In the case of advanced Certificates and Diplomas, which are based wholly

on courses below level 5 (Postgraduate), the powers accorded in Regulations 1 to 5 to the

Academic Standards Committee (Postgraduate) or to College Postgraduate Officers shall be

exercised by the Academic Standards Committee (Undergraduate); and Regulations 7 to 11 shall

not apply.‟









53

Appendix 3 to Paper SEN06: 10



RESOLUTION NO OF 2007.



[REGULATIONS FOR THE DEGREES OF BACHELOR OF ARTS IN THEOLOGY (WITH

CertHE AND DipHE OPTIONS) AND BACHELOR OF ARTS IN YOUTH WORK WITH

APPLIED THEOLOGY (WITH CertHE AND DipHE OPTIONS)]



After consultation with the Senatus Academicus, the University Court of the University of Aberdeen,

at its meeting on , passed the following Resolution:



1. On the recommendation of the Senatus Academicus, regulations for the degrees are approved as

set out below.



2. This Resolution shall come into force on the day on which it is passed by the University Court.





REGULATIONS



BACHELOR OF ARTS IN THEOLOGY



1. The degree of Bachelor of Arts in Theology (BA Theology) is awarded by the University of

Aberdeen on satisfactory completion of a prescribed programme of study, validated by the

University and managed by the International Christian College („the College‟). It may be

conferred in one of two forms: either as the Degree of BA, or as the Degree of BA with Honours.

At each level the degree may be awarded with the following titles:



BA Theology

BA Theology with Cross-Cultural Ministry

BA Theology with Children‟s Ministry

BA Theology with Urban Ministry



2. The programme for the degree extends over not fewer than three sessions of full-time study for

the Degree of BA Theology, and not fewer than four sessions of full-time study for the Degree of

BA Theology with Honours. Candidates may be permitted to count as credit towards the degree

examinations passed at, and qualifications awarded by, other institutions approved by the

College, provided always that candidates whose credit is thus recognised must attend the College

for at least one final year of full-time study for the Degree or for the Degree with Honours.

Students who satisfactorily complete year 1 of the degree programme will be awarded a

Certificate appropriately designated. Students who satisfactorily complete years 1 and 2 of the

degree programme will be awarded a Diploma appropriately designated.



3. Before admission to the programme leading to the award of the degree, each candidate must

have satisfied the published academic entry requirements as prescribed by the Academic

Standards Committee (Undergraduate). Candidates shall be eligible for entry with advanced

standing to programme year 2 and programme year 3 respectively, provided that they fulfil the

requirements determined by the College in accordance with University policy and procedures.



4. Following admission to the degree, each candidate must satisfactorily complete the prescribed

assessments of a programme of study approved by the Academic Standards Committee

(Undergraduate) of the University of Aberdeen, and equivalent to 360 SCOTCAT credit points, in

order to be eligible for the award of the Degree of BA in Theology. Such candidates are then

eligible to proceed with their studies and complete further assessments of the programme,

approved by the Academic Standards Committee (Undergraduate) and equivalent to an

additional 120 SCOTCAT credit points, successful completion of which shall lead to award of the

Degree of BA in Theology with Honours.







54

5. At Levels 1 to 3, candidates shall normally be afforded in each course not more than four

opportunities of degree assessment, including in-course assessment and/or written

examinations, as appropriate. Candidates who successfully complete an element of assessment

at a second or subsequent attempt cannot be awarded more than a defined maximum mark for

that element. At Level 4, candidates shall not be permitted more than two attempts at each of the

prescribed assessments in accordance with guidelines approved by the College in consultation

with the University. Candidates shall not be permitted to appear for the assessment of any

course unless in the session concerned they have attended and duly performed the work of that

course. The College shall prescribe in advance the level of attendance required and the

requirements for being deemed duly to have performed the work of each course.



Note: For the purpose of this and subsequent Regulations, a „course‟ means a defined

programme of study which is self-contained and leads to a specified amount of credit.



6. The examiners for the degree shall be the staff of the International Christian College whose

courses qualify for the degree, and such external examiners as may be appointed by the

University Court.



7. Candidates who persistently fail to attend, or perform the required work of, the courses for which

they are registered may have their studies terminated, either during or at the end of the session,

in accordance with the relevant regulations in place at the International Christian College. The

criteria and procedures governing such termination shall be subject to approval, on behalf of the

University, by the Academic Standards Committee (Undergraduate).



8. Illness and/or other personal circumstances which affect performance before or at the time of any

prescribed degree assessment, and which a candidate wishes to have taken into account, must

be notified in writing to the Academic Registrar not later than one week after the assessment

concerned. Where events prevented candidates from notifying the Academic Registrar within

seven days, the candidate must set out in a letter details of the events which prevented him/her

from notifying the Academic Registrar within the prescribed period.



9. Any health, conduct, behaviour or other issue that could bear on a BA Theology candidate‟s

suitability or fitness for working with young or other vulnerable people will be investigated by an

ad hoc committee appointed for the purpose by the College‟s Quality Assurance Committee.

However, where such a case relates to a matter falling within the University‟s Code of Practice

on Student Discipline, it may be referred to the College Committee only after procedures under

that Code are exhausted and an allegation has been admitted or found to be proved. The

Senatus Academicus, on the recommendation of the College Committee, may suspend or

terminate the studies of candidates for the degree of BA in Theology who, following a proper

process of investigation, are judged not “fit to practise”. In exceptional circumstances only, the

University may suspend the matriculation of, or exclude from specified activities of the University,

candidates whose case has been referred to the College Committee pending consideration of

their case. In all cases, any such suspension or exclusion shall be subject to the procedures

detailed in the University‟s Code of Practice on Student Discipline, as these are prescribed by

any resolution of the University Court in force at the relevant time.



10. In each degree with Honours there shall be three grades of Honours denominated respectively

the First, Second, and Third Class. The names of the candidates in the Second Class shall be

arranged in two divisions. The names of the candidates in the First and Third Classes and in

each division of the Second Class shall be arranged in alphabetical order. Candidates for

Honours who do not attain the standard required to qualify them for at least the Third Class

Honours award shall be awarded the Degree of BA Theology.



Note: Details of the individual Degree Programmes can be obtained from the International

Christian College.









55

BACHELOR OF ARTS IN YOUTH WORK WITH APPLIED THEOLOGY



1. The degree of Bachelor of Arts in Youth Work with Applied Theology (BA Theology) is awarded

by the University of Aberdeen on satisfactory completion of a prescribed programme of study,

validated by the University and managed by the International Christian College („the College‟). It

may be conferred in one of two forms: either as the Degree of BA, or as the Degree of BA with

Honours.



2. The programme for the degree extends over not fewer than three sessions of full-time study for

the Degree of BA in Youth Work with Applied Theology, and not fewer than four sessions of full-

time study for the Degree of BA Youth Work with Applied Theology with Honours. Candidates

may be permitted to count as credit towards the degree examinations passed at, and

qualifications awarded by, other institutions approved by the College, provided always that

candidates whose credit is thus recognised must attend the College for at least one final year of

full-time study for the Degree or for the Degree with Honours. Students who satisfactorily

complete year 1 of the degree programme will be awarded a Certificate appropriately designated.

Students who satisfactorily complete years 1 and 2 of the degree programme will be awarded a

Diploma appropriately designated.



3. Before admission to the programme leading to the award of the degree, each candidate must

have satisfied the published academic entry requirements as prescribed by the Academic

Standards Committee (Undergraduate). Candidates shall be eligible for entry with advanced

standing to programme year 2 and programme year 3 respectively, provided that they fulfil the

requirements determined by the College in accordance with University policy and procedures.



4. Following admission to the degree, each candidate must satisfactorily complete the prescribed

assessments of a programme of study approved by the Academic Standards Committee

(Undergraduate) of the University of Aberdeen, and equivalent to 360 SCOTCAT credit points, in

order to be eligible for the award of the Degree of BA in Youth Work with Applied Theology. Such

candidates are then eligible to proceed with their studies and complete further assessments of the

programme, approved by the Academic Standards Committee (Undergraduate) and equivalent to

an additional 120 SCOTCAT credit points, successful completion of which shall lead to award of

the Degree of BA in Youth Work with Applied Theology with Honours.



5. At Levels 1 to 3, candidates shall normally be afforded in each course not more than four

opportunities of degree assessment, including in-course assessment and/or written examinations,

as appropriate. Candidates who successfully complete an element of assessment at a second or

subsequent attempt cannot be awarded more than a defined maximum mark for that element. At

Level 4, candidates shall not be permitted more than two attempts at each of the prescribed

assessments in accordance with guidelines approved by the College in consultation with the

University. Candidates shall not be permitted to appear for the assessment of any course unless

in the session concerned they have attended and duly performed the work of that course. The

College shall prescribe in advance the level of attendance required and the requirements for

being deemed duly to have performed the work of each course.



Note: For the purpose of this and subsequent Regulations, a „course‟ means a defined

programme of study which is self-contained and leads to a specified amount of credit.



6. The examiners for the degree shall be the staff of the International Christian College whose

courses qualify for the degree, and such external examiners as may be appointed by the

University Court.



7. Candidates who persistently fail to attend, or perform the required work of, the courses for which

they are registered may have their studies terminated, either during or at the end of the session,

in accordance with the relevant regulations in place at the International Christian College. The

criteria and procedures governing such termination shall be subject to approval, on behalf of the

University, by the Academic Standards Committee (Undergraduate).







56

8. Illness and/or other personal circumstances which affect performance before or at the time of any

prescribed degree assessment, and which a candidate wishes to have taken into account, must

be notified in writing to the Academic Registrar not later than one week after the assessment

concerned. Where events prevented candidates from notifying the Academic Registrar within

seven days, the candidate must set out in a letter details of the events which prevented him/her

from notifying the Academic Registrar within the prescribed period.



9. The BA Youth Work with Applied Theology is professionally endorsed through the National Youth

Agency (NYA). In investigating fitness to practise cases, the College Committee will work in

consultation with the NYA and report to the University.



Any health, conduct, behaviour or other issue that could bear on a BA Youth Work with Applied

Theology candidate‟s suitability or fitness for working with young or other vulnerable people will

be investigated by an ad hoc committee appointed for the purpose by the College‟s Quality

Assurance Committee. However, where such a case relates to a matter falling within the

University‟s Code of Practice on Student Discipline, it may be referred to the College Committee

only after procedures under that Code are exhausted and an allegation has been admitted or

found to be proved. The Senatus Academicus, on the recommendation of the College

Committee, may suspend or terminate the studies of candidates for the degree of BA in Youth

Work with Applied Theology who, following a proper process of investigation, are judged not “fit

to practise”. In exceptional circumstances only, the University may suspend the matriculation of,

or exclude from specified activities of the University, candidates whose case has been referred to

the College Committee pending consideration of their case. In all cases, any such suspension or

exclusion shall be subject to the procedures detailed in the University‟s Code of Practice on

Student Discipline, as these are prescribed by any resolution of the University Court in force at

the relevant time.



10. In each degree with Honours there shall be three grades of Honours denominated respectively

the First, Second, and Third Class. The names of the candidates in the Second Class shall be

arranged in two divisions. The names of the candidates in the First and Third Classes and in each

division of the Second Class shall be arranged in alphabetical order. Candidates for Honours

who do not attain the standard required to qualify them for at least the Third Class Honours award

shall be awarded the Degree of BA Youth Work with Applied Theology.



Note: Details of the individual Degree Programmes can be obtained from the International

Christian College.









57

Senate 28/02/07

UNIVERSITY OF ABERDEEN Agenda Item: 7.1

SEN06: 11



SENATE



COMMUNICATION FROM UNIVERSITY COURT

(12 December 2006 & 6 February 2007)



Summary



This paper reports to the Senate items from the Court meeting on 12 December 2006





1. Progress of Resolution No 247 of 2006

[James Clerk Maxwell Chair of Mathematical Physics]



The Court approved the following Resolution No 247 of 2006 [James Clerk Maxwell Chair of

Mathematical Physics] which had previously been approved by the Business Committee of

the General Council and the Senate.



Resolution No 247 of 2006

[James Clerk Maxwell Chair of Mathematical Physics]



2. Progress of Resolution No 248 of 2006

[Regius Chair of Humanity]



The Court approved the following Resolution No 248 of 2006 [Regius Chair of Humanity]

which had previously been approved by the Business Committee of the General Council and

the Senate.



Resolution No 248 of 2006

[Regius Chair of Humanity]



Action Required



The Senate is invited to note the above items, which are for information.





Further Information



Further information on this report is available from Mr B Purdon, Policy, Planning and Governance,

on (01224) 273949 or b.purdon@abdn.ac.uk.









58

Senate 28/02/07

Agenda Item: 6.1

Senatus Academicus SEN06: 10

(28 February 2007)



Report from the University Committee on Teaching and Learning



The Senate is invited to approve the following:



1. Invigilation



The Senate is invited to approve the proposal that individuals who are not members of academic staff

be permitted to act as examination invigilators.



Currently, the University requires that examination invigilators are members of academic staff. The

UCTL, for its part, approved a proposal that the policy regarding who is permitted to act as

examination invigilators be widened to include individuals who are not members of academic staff. It

was agreed that the task of invigilation could be carried out be other categories of staff, providing

appropriate training was available. The UCTL agreed that the guidance on the appointment of

invigilators for Heads of School, contained in the Rules for the conduct of prescribed assessments

and written examinations for degrees or diplomas, should be amended to read:

Invigilators will normally be members of Staff of the University. Where appropriate, Heads of

School may opt to appoint other suitably qualified individuals to act as Invigilators of University

Examinations.



2. Double marking at honours and postgraduate taught levels



The Senate is invited to approve the proposal that the University replace the requirement for full

double-marking of all summative assessments taken as part of an Honours or Postgraduate Taught

Programme with a system of moderated double-marking (Appendix 1).





3. Regulatory Changes



3.1 The Senate is asked to approve, and forward to the University Court, the draft Resolution

„Changes in Regulations for Various Degrees‟ (Appendix 2)



3.2 The Senate is asked to approve, and forward to the University Court, the draft Resolution

„Regulations for the Degrees of Bachelor of Arts in Theology and Bachelor of Arts in Youth

Work with Applied Theology‟ (Appendix 3)









59

Senate 28/02/07

Agenda Item: 7.2

Senatus Academicus SEN06: 12

(28 February 2007)



Report from the University Committee on Teaching and Learning



The Senate is asked to note the following:



1. Update of Guidance Notes for Students



Further to issues arising during the hearing of a student complaint, the Committee approved minor

revisions to the Guidance Notes for Students in Relation to:- (a) Non-Progression on Academic

Grounds (b) Discontinuation of Attendance on Courses on Academic Grounds (c) Termination of

Studies or Candidature for an Award on Academic Grounds, the Guidance Notes for Students whose

studies as a candidate for the Degrees of Bachelor of Medicine and Bachelor of Surgery (MBChB)

are being considered for suspension or termination on the grounds that they are not “Fit to Practise”,

the Guidance Notes for Students whose studies as a candidate for the Degrees of Bachelor of

Education (BEd) and Bachelor of Music (BMus) with Honours (Education), or the Professional

Graduate Diploma in Education (PGDE) are being considered for suspension or termination on the

grounds that they are not “Fit to Practise”, and the Guidance Notes for Students Concerning

Academic Appeals to incorporate guidance on use of defamatory or derogatory comments. The

amendments make it clear that the University will not tolerate the use of abusive, threatening or

offensive comments about a member of staff and/or statements which could be interpreted as being

defamatory or derogatory.



The Committee further approved minor revisions to the Guidance Notes on Student Complaints to

ensure that the grounds for appeal were consistent and clear throughout the document.





2. Update to Operational Plan



The Committee noted updates to the Quality Learning section of the Operational Plan for 2006/07.





3. Graduation Dates



The Committee approved the dates and allocations of students for the July 2007 graduation

ceremonies, attached as Annex 1



4. Scottish Funding Council Review of Quality Assurance and Enhancement.



The Committee noted that the Scottish Funding Council (SFC) is to conduct a review of its policies on

quality assurance and enhancement of learning and teaching in Scotland‟s colleges and Universities.

In undertaking the review, the SFC has stated that it wishes to build on the existing systems for

quality assessment and enhancement, and to build on the strengths that the systems possess. The

Council has also stated that it wishes to retain the strong emphasis that the existing approaches

place on : promoting quality cultures within institutions, going beyond compliance to quality

enhancement, learner engagement, partnership working, joint ownership of quality and avoiding over-

burdensome processes.



5. National Student Survey



The Committee noted that, for the first time this year, the University is participating in the National

Student Survey (NSS). The NSS aims to gather feedback on the quality of students' courses, to help

inform the choices of future applicants to higher education, and to contribute to public accountability.

The survey is targeted at final year undergraduates and has the backing of the National Union of

Students (NUS). All publicly-funded higher education institutions in England, Wales and Northern

Ireland, and 8 institutions in Scotland (including all „ancients‟), are included in the survey. The results

of the 2007 survey will be published on the re-launched Teaching Quality Information (TQI) website,

in summer 2007.



60

Annex 1 to Paper SEN06: 12



Distribution of Graduands to Graduation Ceremonies: July 2007



Monday 2 July 2007 at 3.00 p.m.



Degrees of PhD, MPhil, MRes and MLitt: Accountancy and Finance, Economics, Management Studies,

Property

Degrees of MBA

Degrees of MSc Econ

Designated and Honours Degrees of MA: Accountancy (Single and Joint), Entrepreneurship, European

Management Studies, Finance (Single and Joint), Property, Sports & Leisure Management



Monday 2 July 2007 at 6.30 p.m.



Degrees of PhD, MPhil and MLitt: History, History of Art, Philosophy

Designated and Honours Degrees of MA: Cultural History (Single and Joint), Divinity (Single and Joint),

Economics (Single and Joint), History (Single and Joint), History of Art, Mental Philosophy, Philosophy

(Single and Joint), Religious Studies, Scottish Cultural Studies

Higher Degrees in Divinity

Degrees and Honours Degrees of BD, BTh



Tuesday 3 July 2007 at 11.00 a.m.



Degrees of PhD, MPhil, MRes and MLitt: Anthropology, Politics and International Relations, Sociology

Degrees of MA and MA (Combined Studies Programme)

Designated and Honours Degrees of MA: Anthropology (Single and Joint), Gender Studies, International

Relations (Joint), Legal Studies-Politics, Legal Studies-Sociology, Political Studies, Politics and

International Relations, Politics-Social Research, Politics-Sociology, Sociology (Single and Joint)



Tuesday 3 July 2007 at 3.00 p.m.



Higher Degrees in Law

Degrees and Honours Degrees of LLB



Tuesday 3 July 2007 at 6.30 p.m.



Degrees of PhD, MPhil and MLitt: Celtic, English and Film Studies, French, German, Hispanic Studies,

Irish-Scottish Studies

Designated and Honours Degrees of MA: Celtic (Joint), Celtic Civilisation (Single and Joint), Celtic

Studies,English (Single and Joint), European Studies, Film Studies (Joint), French (Joint), French Studies

(Single and Joint), Gaelic Studies, German (Joint), German Studies (Single and Joint), Hispanic Studies

(Single and Joint), Languages and Literature of Scotland, Two European Languages with Teacher

Education.

Wednesday 4 July 2007 at 11.00 a.m.



Degrees of PhD, MPhil, MRes and MSc: Agriculture, Biochemistry, Biomedical Sciences, Environmental

Science, Forestry, Genetics, Microbiology, Molecular Biology, Neuroscience, Physiology, Pharmacology,

Plant and Soil Science, Zoology

Designated and Honours Degrees of BSc: Animal Care, Animal Health and Welfare, Animal Science,

Biochemistry (Single and Joint), Biology, Biotechnology (Single and Joint), Conservation Biology, Ecology,

Environmental Biology, Environmental Science, Environmental Science (Pollution and Reclamation),

Equine Science, Genetics (Single and Joint), Immunology, Marine Biology, Microbiology, Molecular

Biology, Molecular Microbiology, Neuroscience with Psychology, Pharmacology, Physiology, Plant

Biology, Sports and Exercise Science, Sports Studies (Sport and Society), Tropical Environmental

Science, Wildlife Management, Zoology.

Designated and Honours Degrees of BSc Biomedical Sciences

Designated and Honours Degrees of BSc Agriculture

Designated and Honours Degrees of BSc Forestry





61

Wednesday 4 July 2007 at 3.00 p.m



Degrees of PhD, MPhil, MRes, MLE and MSc: Geography, Geology, Land Economy; Rural Economics

Designated and Honours Degrees of MA: Countryside and Environmental Management, Environmental

Geography, Geography (Single and Joint), Land and Property Studies, Management and Property,

Management Studies (Single and Joint), Planning and Development, Rural Land & Business

Management, Rural Planning and Economic Development, Rural Surveying, Scottish Archaeology, Spatial

Planning

Degrees and Honours Degrees of BLE

Degrees and Honours Degrees of BScMRM

Degrees of BSc

Designated and Honours Degrees of BSc: Countryside & Environmental Management, Geography (Single

and Joint), Geology-Petroleum Geology, Geology-Physics, Geoscience



Thursday 5 July 2007 at 11.00 a.m.



Degrees of PhD, MPhil, MRes, MLitt and MSc: Psychology

Higher Degrees in Medicine

Designated and Honours Degrees of Health Sciences

Honours Degrees of BSc Medical Sciences*

Designated and Honours Degrees of MA: Psychology (Single and Joint)

Designated and Honours Degrees of BSc: Psychology (Single and Joint)



Thursday 5 July 2007 at 3.00 p.m.



Degrees of PhD, MPhil and MSc: Chemistry, Computing Science, Mathematics, Physics

Designated and Honours Degrees of MA: Computing, Information Systems and Management,

Mathematics, Natural Philosophy

Designated and Honours Degrees of BSc: Bio-medical Computing Science, Chemistry (Single and Joint),

Computing & E-Business, Computing Science (Single and Joint), Internet Information Systems,

Mathematics (Single and Joint), Medicinal Chemistry, Physical Sciences, Physics

Honours Degrees of MChem

Higher Degrees in Engineering

Degrees of MEng, BEng and BSc Eng



Thursday 5 July 2007 at 6.30 p.m.



Higher Degrees in Education

MLitt Ethnology & Folklore

Degrees of BA (Education)

Degrees and Honours Degrees of BEd and BMus

Designated Degree of BMus

Designated Degree of BSc in Technology with Education







Friday 6 July 2007 at 11.00 a.m.



Degrees of MBChB

Honours Degrees of BSc Medical Sciences*









* The size of the graduating Medical class means that the BSc Med Sci degree can only be conferred at

Ceremony 11 on those who are graduating MBChB at Ceremony 11. In all other cases, the BSc Med

Sci degree will be conferred at Ceremony 8.









62

Senate 28/02/07

Agenda Item: 7.4

SEN06: 13

UNIVERSITY OF ABERDEEN



SENATUS ACADEMICUS

(28 February 2007)





ELECTION OF NON EX OFFICIO MEMBERS TO THE SENATUS ACADEMICUS



Senate Assessors to Court and JPFEC





The Senate is invited to note the timetable for election of non ex officio members to the Senatus

Academicus and election of Senate Assessors to Court and JPFEC out outlined below:





Election of non ex officio members of the Senate



Friday 23 February 2007 - Issue of Nomination Forms to eligible staff

Wednesday 7 March 2007 - Submission of Nominations to the University Secretary

Friday 9 March 2007 - Issue of Voting Papers to eligible staff

Wednesday 21 March 2007 - Submission of Voting Papers to University Secretary



The closing time for receipt of Nominations and Voting Papers to be 5pm.



Following approval by the University Court of the amending Ordinance, it is proposed that eligibility to

propose candidates, stand, and vote, in the election be open to all academic and research staff of

Grade 6 and above who are not members of Senate ex officio, including Established Professors,

whose term of service would run from the date of approval of the new Ordinance by the Privy Council.





Election of Senate Assessors to the University Court



Friday 27 April 2007 - Nomination Forms issued to relevant Senators

Wednesday 9 May 2007 - Submission of Nominations to the University Secretary

Friday 11 May 2007 - Issue of Voting Papers to eligible Senators

Wednesday 23 May 2007 - Submission of Voting Papers to the University Secretary



The last time for receipt of Nomination Forms and Voting Papers to be 5pm.





Election of Senate Assessors to the Joint Planning, Finance and Estates Committee



Friday 25 May 2007 - Issue of Voting Papers to eligible Senators

Wednesday 6 June 2007 - Submission of Voting Papers to the University Secretary



The closing time for receipt of Voting Papers to be 5pm.









63