University of the Arts London
LONDON COLLEGE of COMMUNICATION
Deans summary report on ACMRs for the School of Graphic Design 2005-06
By way of completing the quality loop from last years Dean‟s ACM report for 04-05,
section 2 of this report summarises the issues resolved through action taken during the
year 05-06. In October 2006 the new format for the Deans summary report was
introduced and this is covered under section 3. Further information on the Schools
priorities for action in 06-07 are detailed in the School Enhancement Plan, individual
course monitoring logs and the FE Quality Improvement Plans.
2 Progress during 2005-06 in response to “Priorities for Action” identified
in ACMRs for 2004-05
2.1 Curriculum Design, Content & Organisation
On the Digital Diploma preparation and documentation of the final major project has
been integrated more fully into course and extended Individual Learning Plans have
Handbooks and course information have been made more readily available on all
courses through integrated use of Black Board and the School website.
Issues relating to the timely presentation of marks, which were noted through GMD and
FdA annual course monitoring reports in 04-05 were resolved through staff
development discussion and the development of a set of guidelines (the “Golden
Attendance and punctuality continues to be closely monitored on FE courses and there
were good reports from CMP and the ABC Diplomas following course director
improvement plans across the programme.
The CMP Course Director has started developing a progression matrix to help map
potential career paths for learners.
The Diploma in Industrial Studies changed its title to the Diploma in Professional
Studies following the working party recommendations headed by Peter Watson. Minor
modifications have been made to the assessment of the Diploma and minimum time
periods for internship have also been implemented.
Given the popularity of the Certificate course in Design for Visual Communication,
during the year we developed a Grad Diploma to add additional options for study at
this level. This programme has also proved popular with graduate learners wishing
to find new career directions in the field of graphic design. The programme has been
so successful that the research methods component within major projects was
presented as a model of good practice at a cross College staff development seminar
during the year.
The quality of the Foundation Diploma “Statements of Intent” has improved for all
learners as a result of the “trial run” strategy and it was noted that non of the
statements were rejected this year.
2.2 Teaching, Learning & Assessment
Students on the Digital Diploma have extended their Individual Learning Plans and are
taking additional learning opportunities through enrichment studies
Following the rewriting of all Professional Development courses all changes to the ABC
framework were implemented during 05-06 including grading for Final Major Project.
External examiners commented positively on the GMD course teams‟ action to
establishing better presentation and access to the sampling of student work, which
has helped to clarify formative and summative assessment recording and reporting.
To support Work Based Learning (WBL) the Foundation Degree team invited
greater involvement from industrial contacts to help establish project briefs. The
GMD course has continued to engage in live projects through PPD, Studio projects,
the Diploma in Professional Studies (formerly the Diploma in Industrial Studies) and
this year the involvement in the Young Designers project brought a new and
innovative approach to learning in conjunction with the Sorrell Foundation.
The Foundation course team continued to look at innovative ways of approaching
the teaching of large groups and staff from the GMD and Foundation Degree
courses have supported teaching across the FE/HE transition and contributed to
less formal critique/discussion sessions. Impact of this activity was evident in the
mid year Head Start and end of year Foundation Diploma course shows. The
Foundation course Final major Projects showcased and reflected in the ambition of
„Statements of Intent‟
2.3 Student Progression & Achievement
Having identified the need to further develop access to Postgraduate opportunities, the
decline in the number of Postgraduate and Graduate learners opting for FE Diploma
courses in 04-05 was rebalanced in 05-06 through recruitment to the newly developed
Graduate Certificate and Diploma Programmes and an increase in the number of
students looking to study at M level.
To facilitate informed progression from the Foundation Diploma to the GMD course
the team monitored the results of internal interviews and used this information to
develop the “Trust proof Scheme” which is proving to be 98% accurate.
There was a marginal improvement to FE Enrichment on the National Diploma
course; achievement still needs monitoring in this the final year of the course,
however success rates in other courses accessing enrichment provision were up in
The Diploma in Professional studies was oversubscribed this year. The course tutor
introduced the course to students in the form a PPD lecture to all Second years
before Christmas, followed by projects in the Spring Term. This strategy will be
extended in 06-07 with the introduction on GMD of a new School collaborative
“Project” elective. The destinations of the Diploma in Professional studies students
is now posted on the School/College website and in course publicity.
2.4 Teaching Student Support & Guidance
Awareness of professional practice on the Digital Diploma has been improved through
the Schools external links and the opportunities for students to participate in the Talking
Graphics lecture series.
The occurrence of complex student support needs, such as disability, personal or
mental health issues, noted last year have been supported through the appointment of
a college counsellor. The new post holder has run awareness raising sessions for staff
in the School as well as attending course committees. The support has not only been
helpful to students, but it has also made a significant difference to staff, who are now
able to seek advise directly where situations demand
This year there has been an improvement in the communication with Student Services.
Service level agreements and the attendance at student and staff inductions have all
made a positive difference to promoting the services available. Careers, enterprise and
study support and its availability to FE students has been introduced at these induction
Following the summer planning sessions on GMD, the course has reviewed pastoral
and tutorial support and implemented formative assessment follow up
arrangements. Particularly with weaker students in mind, attendance records are
monitored more closely, including a formal letter procedure reminding students of
expectations if their attendance indicates non-engagement with the course.
• Improvements to the design of Ft and Pt prospectus information, coupled with
additional leaflets detailing further course information, the development of path finding
week and improvements to the college website have all had an impact on the student
experience of pre-entry to their programmes.
To support students on placement, the course leader for the Diploma in Professional
Studies has developed a New Host handbook distributed to placement hosts during the
year. The course leader has also developed a website for students to keep in contact
with the College and one another creating a supportive distance learning community.
It was noted that given the scale of the GMD course the unitized structure had indirectly
created a number of organizational/operational, seemingly separate departments within
the course, which did not encourage integrated learning and in some areas resulted in
clashes with “hand in” deadlines and workloads. This was raised by students at the
Deans forum and taken up with the „wider‟ course team during the year. The staff
teams in PPD, VCT and Studio were encouraged to review this problem and consider
ways in which the student experience could be improved. Staffing changes, have
offered the opportunity to rewrite job descriptions, which will now coordinate across the
programme. Early discussions on revalidation have helped in forming more coherent
plans across the course operation and it is hoped that in 06-07 these changes will
result in further improvements to the student experience, which will be kept under
Course staff have maintained better contact with language tutors this year encouraging
students to attend classes. The improved dialogue has also kept tutors informed of
progress towards students fulfilling their language learning contracts.
In FE the continued offer of a key skills programme has been reviewed to come in line
with the programme on offer at Chelsea, CSM and Camberwell.
By broadening access to invited speakers and alumni through the “Talking Graphics”
lecture series and speakers from within the University, Foundation course students
were introduced to the range of courses, career prospects and expanding progression
options. The course has also widened support for students from countries newly
adopted into the EU framework.
2.5 Library Learning Resources
Issues for action:
The Schools ITC committee has established and monitors a continuous programme of
hardware and software resource upgrades in pace with current practice.
During 05-06 a bid was submitted to the University to improve the studio-learning
environment, upgrading equipment and furniture. The bid was unsuccessful but careful
management of the Schools budget established a reserve, which has enabled the
purchase of a new system of furniture. The furniture meets Health & Safety standards
and supports learning activities through flexible functionality of the space which can be
converted for studio practical sessions, social learning space, seminars, exhibitions,
crits, meetings and lectures.
Central coordination of the School timetable has increased opportunities for access to
studio, IT and workshop facilities managed by the School. This year the introduction of
regular termly meetings between the Dean and technical support staff have resulted in
negotiated technical support throughout the year, enabling additional access to facilities
outside of the College standard 30 week academic year. This has been particularly
helpful in supporting the postgraduate provision, which runs outside of the standard
Realistic expectations of resource access have been introduced to students through
inductions and pre-course information produced by the academic administrators.
2.6 Quality Management & Enhancement
Issues for action:
During the year staff profiles have been reviewed and CVs updated. There are still a
number of staff who need to provide information and this will be gathered at appraisal
Access to school and college-wide open lecture series has been facilitated through
evening programming. Staff and students have attended Media guest lectures, POLIS
and in addition to the College and University attendance, the Schools “Talking
Graphics” series is well attended by members of the design community.
Alumni have played an important role in supporting the School in 05-06. We have
received offers of bursaries to students and in the development of our PPD programme,
to coincide with the Schools Open Week, alumni were encouraged to extended
engagement with learners and joined in successful learning days organised by GMD
staff. Our alumni are profiled in the college prospectus giving a positive insight to
current subject debates in line with the ethos of the School.
Peer observation for the FE programme has been successfully implemented during an
“Observation Week” this year, with the support of the Director of Teaching and
Taster days run through the QAM unit in conjunction with the School have ensured
further improvements in widening participation.
As part of the process with ABC to develop level 3 Graphic Design professional
development courses, employer endorsement was achieved and this was collated as
evidence for the national accreditation of our CMP provision.
The DPS (formerly DIS) external examiner has made more frequent visits to the course
this year in support of student placement and tracking through to the final year. His
contribution as a practitioner and critical friend to the course has been very informative
and helped the course leader to write the new Host Handbook.
3 New format Dean’s summary report for 2005-06
3.1 School Aims and Current Target/Objectives
In pursuing our aim to be at the forefront of Graphic Design Education nationally and
internationally, the School reviewed its curriculum offer in 2005-06 and proposed
several new courses for development. Informed by our industrial partners, the School
took a long term look at the future of our subject focus and reviewed its response to
design for traditional media outputs and the sophistication with which audiences are
receiving and choosing to access information via new media.
Proposed titles of new courses in the 05-06 academic planning cycle, when presented
to staff, provoked a range of critical discussions, particularly around the future of
“design for print”. Such is the importance of this debate; we facilitated extended
opportunities for discussion throughout the year through a number of “all staff”
developmental discussions and research cluster groups (see 3.10). In 06-07 in order to
achieve current objectives in course design and delivery, we have added a “futures”
item to all course committee agendas for feedback to the School Board of Studies.
As the convergence of communication media across the College increases, we would
recommend that other Schools adopt a “futures” item, to facilitate shared debate at the
CAC to inform College academic planning.
In understanding the influence of these rapid and pervasive changes, the School
intends to broaden the foundation from which the Graphic Design research culture
operates. In 06-07 we are currently leading the University developments for a graphic
design research centre, which will focus on communication design within “Information
One of our key objectives is to enable students to establish a context for their work.
This has continued to be an important focus for the curriculum and remains a USP for
the School, where our links with Industry through practice placements and alumni have
a key role in supporting SGD@LCC. The future employability of students from the
School of Graphic Design, both nationally and internationally will be dependant on their
design skills and their ability to respond creatively to the rapid development in global
visual literacy, where visual language is transcending the barriers of the spoken word
and playing a greater role in communication through personal „screen‟ technology.
Through questioning the underpinning needs of our School‟s curriculum focus in 05-06,
the observations of the various discussion groups have particular relevance to the
College as a whole, where “Design” has the potential to underpin the emerging
elements of visual communication in other Schools. In the College where the Marketing
School has realigned its focus to Creative Enterprise, the School of Graphic Design has
begun to extend its focus in Communication Design for information environments,
including graphic moving image and interactive media.
We will continue to target this in 2006-07 though further course validations and the
revalidation of our Graphic and Media Design Degree, and will look towards our own
realignment and focus in Communication Design.
To support this towards greater global transferability of skills we will actively target the
development of relationships with other providers in this country and abroad.
The largest key objective for the School results from course expansion in successful
areas of the provision and our desire to grow in new key areas of graphic moving image
and interactive media. Without further reconfiguration of space and investment outside
of the Schools allocation to accommodate current student cohorts and future subject
aspirations, the School of Graphic Design, despite successful rebalancing to maintain
target numbers, remains constrained. More immediately, this years ACMRs indicate
that the delivery of the curriculum in some areas has required compromises, which if
provisions for additional space are not prioritised and actioned within the coming year,
will affect the quality of student achievement.
This year the introduction of the course costing and budget-planning model enabled
further transparency in the allocation of budgets. Communication of this information to
staff teams within the School in 05-06 promoted better understanding of how resources
are targeted to priority areas.
Having embedded a revised management structure, the School moved to develop the
role of Associate Dean. An appointment was made to towards the end of the year with
a focus on resource enhancement and development. In 06-07 this key role will support
the continued promotion of resource transparency.
During the year the School management team also engaged in team development
activities, supported HR and team coaching. Through the new, mutually supportive
management structure established in 04-05, the team have created greater harmony
across the School to help focus attention and lead on, the more critical issue of
developing a vision for the subject.
Leading change and innovation in curriculum development during the year has
provided a responsive offer for students, which will continue to maintain stability in
resource income, in line with objectives stated in the College business plan.
All academic staff in the School are actively encouraged to engage in External
Examining to maintain a broader, shared understanding of national standards across all
levels. 24% of our F/T and fractional staff are currently engaged in this important
activity, which has continued to raise awareness of National and International
In 06-07 we intend to establish a forum for the external examiners within the School to
ensure cross referencing of national standards and to inform our own external examiner
development/mentoring days, which will be based on the model of good practice
established this year for the external examiners appointed to the Graduate Certificate
and Diploma programme.
3.4 Quality and Standards
In response to the Quality Review of 04-05, the School worked steadily throughout 05-
06 and met all quality standard targets. The actions, which have continued to enhance
our provision were recorded in the Quality Review log and signed off by the College
Academic Committee during the year.
The enabling of greater student access, cross college to specialist computing facilities
identified in the SGD Quality Review, remains a key objective for the College
Management Team in 06-07.
Student feedback remains positive and all issues raised in 05-06 by the student reps at
the Deans Student Forum in Graphic Design, had been actioned by the last meeting of
the School Board of Studies.
In response to trends in recruitment and ensure a rebalance in the sources of student
income to the School, we continued throughout 05-06 with our process of qualification
development and redevelopment.
Since introduction of our Graduate Certificate/Diploma programme in 04-05, we have
seen a growing trend in the number of students opting to study graphic design at this
level, who come from non-traditional Art and Design backgrounds. This year validations
for new Graduate Certificate Diploma courses were progressed to meet the growing
demand by graduate students wishing to convert their previous study experience
towards Masters level or towards a new vocational direction within Graphic Design.
Internationalisation of the curriculum has been addressed through profiling the School
through events such as the “New Views” conference on repositioning Graphic Design
history, where twenty-five speakers form around the world engaged with over one
hundred and fifty delegates in this international debate.
Within the year staff were involved in a variety of collaborative curriculum link activities
with centres in the UK, USA, Italy, Czechoslovakia, Portugal (ETIC) and Singapore.
In the UK we collaborated with the Sorrell Foundation on the Young Designers pilot
initiative. Five third year and two second year students from the GMD course
participated in this excellent project, which we hope to repeat in 06-07. Frances Sorrell
was also conferred as a visiting professor to the School of Graphic Design and has
been a very supportive influence on our vision for future developments in Design
education at LCC.
We have improved our international curriculum links in Graphic Information Design
through the appointment of our first international visiting professor, Dick Buchanan from
Carnegie Melon University and increased our Study Abroad offer to centres in the USA.
Our growing international Summer School programme is fostering useful collaborative
curriculum and research links for the College and the following United States HE
institutions were hosted at LCC in 06; Massachusetts College of Art, East Michigan
University and North Carolina State University.
In 05-06 we had eleven Erasmus exchanges in Europe and the trend in outgoing
students is now moving up-wards. As a point of interest for other Schools considering
the funding of work placement programmes, this upward trend in 05-06 was attributed
to more students taking advantage of the available funding through Erasmus to sponsor
their travel and subsistence for work based learning on the Diploma in Professional
3.6 Learning and Teaching
Since establishing targets to improve implementation, Blackboard has begun to
significantly inform teaching. In some courses such as the Grad Cert/Dips and the FdA,
blended learning has become a significant aspect of course delivery and provides an
excellent model of good practice.
In 06-07 the School will need to develop an IT strategy which takes into consideration
the students knowledge prior to starting courses and their access to constantly
Student feedback through UAL and LCC surveys continues to recognise that the quality
of staff and the teaching they receive in the School is highly rated. The high proportion
of associate lecturing staff, maintained through payroll allocation ensures currency of
the provision and industrial relevance. Many of these staff are professional practitioners
and 98% of staff teaching on the professional development courses will have achieved
recognised teaching status in line with government targets by February 2007.
The Foundation Degree (FdA) course has received a number of CLIP CETL awards to
support innovations in learning and teaching. Given the relative ease of use of current
technology, the FdA has also started to film workshops so that students can replay
these recordings and access information after the real-time event.
FE teaching observations took place in a designated observation week in 05-06 and HE
peer observation remains a priority for 06-07.
The process descriptors used in assessment, established three years ago as part of the
undergraduate assessment trials were rewritten during 05-06 in conjunction with GMD
course students. These rewritten assessment criteria are now more user-friendly and a
number of courses are adopting them. During the course of this year several curriculum
teams in the School started to engage students in their own course assessment
The Foundation Degree summative project assessments, which were conducted as a
trial with students, peers and staff, have in turn influenced BA project assessment
practice. The Schools Graduate Certificate and Diploma courses have also involved
students in peer assessment at formative progress reviews.
Internal Verification in the School is now well established with course teams working
with one another (e.g. the Foundation Degree and GMD) to maintain cross-level
benchmarking against assessment criteria.
3.8 Student Progression and Achievement
Although progression from our FE provision is strong with good national placements
supporting widening participation targets to HE, progression to our own HE courses
through the compact needs to be carefully monitored.
Progression from the Schools Foundation Degree provision via advanced, direct entry
to the BA has shown continuous improvement and is now running at 30% of the
Success rates in FE were stable with a small improvement on Foundation.
Although there were no dramatic changes to retention and achievement rates on
courses within the School of Graphic Design during 05-06, there was a small drop in
the first and third year GMD retention rates on some pathways. This needs to be
monitored by the BA team to avoid this developing into a downward trend. Foundation
Degree retention and achievement rates have dipped but this is probably a function of
the increasing numbers of students who are drawn from non-traditional backgrounds.
Course leaders have indicated that it would be helpful to have enhanced entry profile
data from students to help with strategic curriculum delivery to support retention
targets. Individual courses such as CMP have begun to establish their own statistics in
the absence of College/University wide data and here it has been found that 12% of
students already posses undergraduate qualifications indicating a different level of
Progression from the Schools MA to PhD study has increased, but with the limits
imposed by the number of research degree supervisors in the College, students have
opted to study elsewhere. The situation will improve in 06-07, as several staff from
within the School are about to complete their own PhDs.
With a focus on timetabling, space allocation and the learning environment in 06-07, it
is hoped that an upward incremental drift will appear in the retention and achievement
rates as improvements take effect.
Unlike some HE providers the School of Graphic Design does not rely on competitions
to enhance its curriculum. We continue to encourage students to engage with the ISTD
(our pass rate was 66% compared to the 29% national success rate), the Chartered
Society of Designers (four GMD students awarded membership), D&AD (where five
GMD students were commended for their competition entries), and the RSA projects
(one of our student illustrators won the stamp design competition) where we achieved
high profiled recognition.
As a result of the School‟s marketing focus this year, we saw a significant increase in
the publication of our achievements in the national and international Design Press. The
one hundred and forty students and fifteen staff, who worked with twenty professional
writers on the publication and exhibition “From Here to Here”, were featured in Creative
Review and an article on the Information Design pathway was featured in Grafik
magazine. This journalistic profiling of the School is a strategy, which has continued to
provide positive promotion for the School and one, which we believe has played a role
in maintaining our popularity with home recruitment.
3.9 Research and Professional Activity
Funded through an allocation from the staff development budget, the School ran 6
cross-school research sessions in 05-06 to encourage opportunities for discussion and
debate around the five emerging research clusters.
These informative inclusive strategies have enabled progress and cooperation with the
other University Graphics providers and foundations have been laid through staff
ownership of a cross-University research unit aimed at new and emerging graphic
“Thinking Aloud” research seminars and the “Talking Graphics” lecture series run by the
School, continue to make a vibrant and worth while contribution to the University,
College and subject culture and community.
School staff continued to engage in funded research from CLIP CETL as well as
achieving continued recognition through exhibition and publication. The “New Views“
conference and the work of five of our members of staff were featured in EYE
The School has set up its own Blackboard site for research news and research is now a
standing item on all Course Committees and the School Board of Study. A research
steering group will be established in 06-07, which it is intended will meet twice per year.
3.10 Staffing and Staff Development
The School reviewed individual access to staff development funding and revised its
procedures for application, the acceptance criteria, reporting requirements and
feedback. The new guidance procedure provides an excellent set of templates, which
are available for other Schools to adopt cross College/University.
Given feedback at all staff events in 04-05 we established a strategy and budget for
centralised School events to open curriculum subject debate. As a result, in 05-06 the
School ran 10 cross-school curriculum development and staff development sessions to
encourage opportunities for discussion to inform academic planning. Topics included
Online Learning, Developing Courses, KTPs, Tutorial related issues, Illustration at
Post-grad level, Enterprise and Income Generation.
All senior managers have now completed the Universities management training and as
part of individual personal development and appraisal, further staff with management
potential, have been identified and attended training sessions.
3.11 Learning Resources
The mixture of old and new technology available to enhancing the student experience
remains a USP for the School and one that has been enviably commented on by our
The School has continued to develop all space allocated for learning in direct response
to the Dean‟s Student Forum and student feedback, but we are now constrained by the
availability of space for courses with large numbers, where collocation of adequate
studio accommodation is necessary to maintain continuity in teaching.
To establish greater student access to photographic studio space we top sliced our
School budget last year to invest in this much needed provision and through careful
management of our overall budget allocation and with the support of the College
administrator we were also able to provide capital expenditure for essential new
Given the College position on MTE, the maintenance and upgrading of essential
equipment has been enabled through the enterprise of School‟s lead tutor in IT who
has generated a significant resource income through improvements to the School Print
3.12 Student Support
Detail of significant changes, are mentioned elsewhere in 2.4 of this report.
Integrated diagnostic assessments are now a regular practice in the FE provision, to
pick up on students at risk and to provide early access to learning support. It would be
good to see this extended to HE and should be raised at CAC as a model for future
Access to invited speakers, alumni and the Schools “Design Practice” through PPD and
the “Talking Graphics” lecture series, has provided increased support for students in
understanding and learning about the context of professional practice. Coupled with an
increase in the number of live projects undertaken through work based learning and the
range of expertise offered by our Associate Lecturers students are able to enter the
workplace with considerably more experience than three years ago.
PPD tutors and the Course Leader for the Diploma in Professional studies provide
further support for Work Based Learning and professional contexts, which are now well
integrated in to the students‟ timetable. Further developments are planned to
coordinate the Visual Culture and Theory (VCT) and PPD delivery with the context
provided in studio teaching. This will be implemented in 06-07 by the change in
management of the VCT and PPD areas following staff vacancies in this area.
The occurrence of complex student support needs, noted last year, have been
supported through the appointment of a college counsellor and there has been an
improvement in the communication with Student Services supporting students with
disability, personal or mental health issues.
Careers, enterprise and study support sessions are maintained at a high level of
student satisfaction by the QAM unit.
Course staff maintained better contact with language tutors in 05-06, encouraging
students to attend classes to fulfill their language learning contracts. The improved
dialogue has kept tutors informed of progress.
In FE the key skills programme has come in line with other University FE programmes
at Chelsea, CSM and Camberwell.
3.13 Recruitment and Admissions
The School continues to be a premier choice for study of Graphic Design in the UK.
Attention to subject trends and industry needs has ensured appropriate curriculum
design, but our popularity is now putting a strain on support and resources.
Home/EU Undergraduate recruitment continued to be a strongly performing area of the
School despite the continuation of the decline in first year applications to the BA
pathways. The Foundation Degree again performed exceptionally well on Home /EU
recruitment; applications have increased by 280% compared to 02-03, matched by a
threefold increase in enrolments. There is an upward trend in the advanced direct entry
applications to the GMD many from our own successful FdA provision.
Undergraduate and Postgraduate recruitment combined with new developments in
Graduate Certificates and Diplomas, continues to illustrate the strength of the School
as a significant contributor to the achievement of LCC Home/EU targets.
Enrolments for part time FE courses in 05-06 have highlighted the increasingly
challenging recruitment conditions for this sector of the market.
Despite recruiting to a higher number of International students than other Schools in the
College, lower than target numbers at FE and Undergraduate level in SGD will need
monitoring. Efforts have been undertaken to improve the situation, however, the
applications from international students for 06-07 have not increased to the target
levels – which appears to be the trend across other Graphic Design provision within the
This situation has not been helped by the weaknesses of our international web
presence and changes with opportunities available overseas to learn graphic software
skills closer to home.
3.14 Equal opportunities
Improved understanding of diversity in relation to audience access and the
communication of information is a key enhancement priority for students in graphic
design. This year the School contributed to a research project undertaken by academic
affairs focusing on international students, the results of which we are considering in
relation to the enhancement of the student experience.
Staff have been rigorous in the implementation of the University equal opportunities
policy for the recruitment of staff and in 05-06 we saw a significant change in the staff
gender balance, where all the recent appointments were female.
Dean of School
LCC Graphic Design December 2006