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					University of the Arts London
LONDON COLLEGE of COMMUNICATION
Deans summary report on ACMRs for the School of Graphic Design 2005-06


1         Introduction

          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
          Issues actioned:

         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
          been Implemented
         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
          Rules”).
         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
          Issues actioned:

         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,

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          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
          Issues actioned:

         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
          05-06.
         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
          Issues actioned:

         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
          sessions.
         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.

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         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
          review.
         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
          year.
         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
          during 06-07.
         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.



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         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
          Learning.
         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
          Environments”.

          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.


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      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.

3.2   Management
      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.

3.3   Benchmarking
      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
      benchmarks.

      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.



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3.5   Curriculum
      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
      Studies.

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
      improving technologies.

      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


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      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.

3.7   Assessment
      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
      dialogue.

      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
      completing cohort.

      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
      study intention.

      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


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       (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
       media environments.

       “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
       magazine.

       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
       competitors.

       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.



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       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
       furniture.

       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
       Bureau.

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
       consideration.

       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.

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       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
       University.

       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.




       Mike Bradshaw
       Dean of School
       LCC Graphic Design                                                          December 2006

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