UNIVERSITY OF THE ARTS by HC121104002213

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									UNIVERSITY OF THE ARTS
LONDON CENTRAL SAINT MARTINS
COLLEGE OF ART AND DESIGN CAMBERWELL
COLLEGE OF ARTS CHELSEA COLLEGE OF
ART AND DESIGN LONDON COLLEGE OF COMMUNICATION
LONDON COLLEGE OF FASHION

THE SCHOOL OF GRAPHIC AND INDUSTRIAL DESIGN



Quality Review June 2005


Self Assessment Document




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1        Background


1.1      The School of Graphic and Industrial Design is one of five academic operational units at
         Central Saint Martins College of Art and Design. It has a very broad subject range delivered
         through a portfolio of nine discrete HE courses spanning the discipline of design.


1.2      The School is the largest HE specific operational unit in the College, with currently 1262
         enrolled students, 289 at taught Postgraduate level and 973 at Undergraduate level. 20
         Research students are affiliated to the School through subject designation, but managed
         centrally through the college’s Research Office. (c.f. Research Degree Students Folder).


 Student FTEs 2004-05                                                              FTE
 BA (Honours) Arts, Design and Environment (BAADE)                                 117
 BA (Honours) Ceramic Design (BACD)                                                72
 BA (Honours) Graphic Design (BAGD)                                                512
 BA (Honours) Product Design (BAPD)                                                272
 Postgraduate Diploma Character Animation (PGDCA)                                  30
 MA Communication Design (MACD)                                                    112
 MA Creative Practice for Narrative Environments (MACPfNE)                         41
 MA Design Studies f/t (MADS)                                                      35
 MA Design Studies p/t (MADS)                                                      28
 MA Industrial Design (MAID)                                                       43
                                                                           Total   1262


 Research Degree Students
 PhD                                                                               18
 Mphil                                                                             2
                                                                           Total   20


1.3      The work of the School encompasses a wide range of conceptions of creative practice,
         subject, discipline and approach, both in terms of education and of practice. With the long
         traditions of some of our courses we maintain a commitment to established definitions of
         subject areas. At the same time, our courses are known for taking creative risks, for
         challenging accepted norms and for extending the boundaries of their subjects and disciplines.


1.4      A common theme across the School’s provision is a concern for the context within which
         creative practice operates, by which it is defined and upon which it impacts. This has four
         principal results:




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             It means that our students understand and are prepared for the fact that they do not work
              in isolation and that they will have to work with professionals from a wide range of other
              practices.
             It has ensured that we have been in a good position to anticipate and understand changes
              in the nature of professional design practice, such as convergence of areas of
              responsibility and concern. This has directly influenced course development, either of
              existing courses such as BACD or new courses such as MACPfNE, where a number of
              previously discreet practices (writing, graphic design, interior design and architecture)
              have come together to create a new hybrid subject area.
             It places at the centre of curriculum the development of the practical and cognitive skills
              necessary to interrogate the social, cultural and economic context to define the creative
              process and its outcomes.
             It emphasises the recognition of the impact of technological change on society at large
              and specifically on the means of production, dissemination and the subject of study itself.


1.5      With the advent of concepts such as the ‘knowledge–based economy’ and its ‘currency of
         intellectual capital’ in the 1990s, design (as a discipline, process and approach) is being
         considered as a set of cognitive skills and intellectual attitudes to be employed across a broad
         range of commercial and non-commercial activities, not simply as a means of creating or
         distributing material culture. Design as an approach to problem solving and definition, of
         managing and enabling creativity and innovation within an organisation is an increasingly
         important role for our graduates which is reflected in the development of curriculum, both
         within those courses that continue to carry subject titles (e.g. MAID) and MADS, for which this
         phenomenon is the subject of study.




1.6      The School has a very broad subject coverage and encompasses disciplines of both craft and
         design. Unlike many Schools within the University and in other institutions its programmes of
         study are not therefore tightly focussed around particular bodies of knowledge, groups of skills
         or technologies.


1.7      However, over the last eighteen months there has been a sense of greater cohesion in the
         School with an increased awareness of the strength to be gained from of our subject breadth
         and the ‘added value’ of moving forward as a School working towards establishing and
         articulating a shared vision. The School is increasingly gaining value and strength from its
         diversity and breadth of provision, developing new definitions of design, redefining subjects
         and taking them forward in order to be able to offer meaningful experiences for students now
         and in the future.




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1.8      This greater coherence has been, in part, enabled by the activity of reviewing, revalidating and
         frameworking all our provision over the last two years. Whilst very demanding, this has offered
         us the opportunity to reflect on how and why our courses have changed: subject content,
         student expectation, industry direction, resource reality, etc - and what we wish to offer in the
         future. In preparing critical appraisals for all courses the wealth of change that we have
         initiated over recent years in terms of delivery and our contribution to the redefinition of design
         is very clear (c.f. Postgraduate and Undergraduate Validation, Review and Revalidation
         folders).


1.9      The School operates within the overall infrastructure of the College’s resources and within its
         Academic and Business plans. The scale and subject range of the College provide a
         distinctive character to our courses and enhance the range and level of resources available to
         students. Courses benefit from opportunities to develop and deliver curriculum collaboratively
         and to contribute to cross-college initiatives, such as new course development (e.g. BA
         (Honours) Criticism, Communication and Curation in Arts and Design, MA Design: Ceramics,
         Furniture, Jewellery managed by the School of Fashion and Textile Design and the
         Foundation Diploma in Arts and Architecture at Byam Shaw). Undergraduate courses enjoy a
         close relationship with the Foundation Studies in Art and Design course in the School of Art
         and contribute to the delivery of its curriculum.




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2        School Aims and Current Objectives


2.1      The School endeavours to provide the best student learning experience possible within the
         resources available to us.


2.2      School Aims


         The overall aims of the School are:
         1    to provide a coherent body of taught courses of the highest international standards and of
              value to the professions to which they relate;
         2    to initiate and support innovative, insightful and rigorous research initiatives and related
              creative practice that achieve international recognition and which enhance and inform the
              design, delivery and content of courses;
         3    to nurture a cohesive community of learners, educators, practitioners and researchers
              who operate at the leading edge of our subject areas;
         4    to provide equality of access and opportunity to all staff and students with regard to all that
              we do.


2.3      School Objectives


         The objectives of the School for 2004-05 are:
         1a to successfully revalidate the four undergraduate courses in the School, with full reference
              to FHEQ descriptors, subject benchmarks and QAA Code of Practice, and reflecting
              critically on best practice internationally.
         1b to further consolidate provision in design for the built environment by successfully
              completing the next stage of the RIBA validation of BAADE and commencing
              development of FE provision with Byam Shaw.
         2a to establish a coherent research strategy and implementation plan in liaison with the
              College Research Support Office.
         2b to establish industry advisory groups for the remainder of the subject clusters within the
              School.
         2c to maintain and extend the international links of the School.
         2d to articulate the outcomes of research to our subject and related communities and extend
              research into consultancy and enterprise.
         3a to consolidate the School Management Team (SMT) with prompt appointments to the role
              of School Administrator and as a result of secondment to other roles in the College, to
              acting roles of Course Director: BAGD and Course Director: MACD to enable SMT to
              move forward with a collective vision.




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         3b through teaching observations and teacher training, to improve our understanding of the
              quality of our teaching, disseminate and share best practice and address areas of
              concern.
         3c to review the portfolio of provision within the School with regard to the next five year
              period with particular reference to the quality of learning resources and quality of learning
              environment.
         3d to review and revise staff development to evolve a more strategic School-wide approach.
         4a to make transparent the commitment, demand and access to resources students can
              expect on undergraduate courses through the process of revalidation.
         4b for each undergraduate course to establish at least one new relationship with an inner city
              secondary and an FE provider to develop the profile of their subject(s) and the course
              within those institutions.




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3        Management


3.1      The School is primarily managed by the School Management Team, (SMT), which meets
         frequently. SMT has the responsibility to:
                   manage the resources allocated to the School by College Management Team (CMT)
                    (i.e. staffing, consumable budgets, technical resources and accommodation) in the
                    delivery of the School’s courses;
                   manage administrative functions related to student recruitment, enrolment and
                    progression and the recruitment of staff (established and sessional) and arranging for
                    the payment of Associate Lecturers;
                   advise CMT on the dispersal of budgets managed at college level (e.g. capital
                    equipment, staff development and research);
                   ensure the implementation of the University’s policies and procedures;
                   ensure effective communication in the management structure of the School, College
                    and University.
         Considerable recent debate has focused upon SMT’s sphere of influence within College and
         UAL management structures, and the need for us to focus our efforts on what we have the
         authority and responsibility to improve.


3.2      SMT is chaired by the Dean of School and its membership is the School Academic
         Coordinator and School Administrator, all nine Course Directors, both Senior Technicians and
         the College Director of Research. Debate is candid and wide ranging, with each member
         having an equal voice. SMT relates directly to Course Management Teams, one for each
         course, which are responsible for operational management to ensure course delivery and
         which are structured to reflect the scale and complexity of the individual course. (c.f. SMT
         folder).


3.3      The breadth of subjects offered by the School has historically been considered a challenge by
         SMT. It has been difficult to establish a cohesive philosophy for the School that is sufficiently
         broad to embrace the diversity of subject, approach and outcome whilst being meaningful to
         levels of study, individual courses and the agendas of specific subject pathways. As a result,
         there had been a tendency for courses to pursue individual, sometimes quite different
         agendas, leading to the lack of an easily defined School identity.


3.4      Scale of provision
         The significant differences in the scale of courses has sometimes made it difficult for
         colleagues on SMT to appreciate the challenges faced by other course teams and include this
         broader understanding in their contributions to decision making. As a School team we feel we
         have often had to be reactive rather than proactive, managing isolated tasks or responding to
         specific issues. This has been exacerbated by changes in key membership of SMT and a




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         resultant lack of continuity in some areas. Reflecting on our strengths and challenges we feel
         in the past, we have worked more as a group of colleagues than a team.


3.5      However, there is increasingly a heightened awareness of the strength to be gained from the
         diversity and breadth of subject provision within the School and an increasing sense of shared
         ownership of issues across the School. Members of SMT are increasingly operating
         ‘corporately’, contributing to decisions from a school rather than course perspective,
         recognising the added value of establishing and articulating a shared vision to move forward
         together and a willingness to support each other as colleagues. For example: the identification
         of possible topics for School-wide research projects; individual members are accepting
         responsibility for leadership of particular projects, such as convening working groups to report
         back to SMT, and SMT will be having it’s first Away-day in July this year to enable a more
         strategic focus to planning for next year.


3.6      Over the last eighteen months some key appointments have been made at School level
         including:
                  a new School Registrar (April 2004);
                  following two years with an acting Course Director on a fixed term contract, a
                   permanent appointment was made to the role of Course Director for BAADE.
                   (September 2004);
                  to directly support and work with the Dean as his deputy, a new post of Academic
                   Coordinator was made and appointed to, with responsibility for the leadership and
                   management of quality assurance and enhancement and pedagogic development
                   within the School (November 2003).


3.7      Budget Management
         SMT has implemented a transparent approach to the distribution of funding and the process of
         setting and allocating staffing (established academic and AL, technical support and
         administrative support), and consumable budgets based on an income led model. All budget
         setting information is shared with all members of SMT who have the responsibility to distribute
         this information amongst teams and to employ a similar approach in their areas of
         responsibility. This has on occasion made it difficult to pursue School wide initiatives and
         presents particular challenges to smaller courses and to those teams (such as the Industrial
         and Product Design Workshop Team) with limited potential to increase income.


3.8      SMT allocates DALI/Artscom profits and sponsorship surplus to those teams or areas that
         have generated the income. This has stimulated income generation activity and non-HEFCE
         income now represents a significant proportion of disposable funds.




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3.9      Technical support staff structure
         Historically, technical resources such as workshops and computer suites have been seen as
         the domains of individual courses and hence the staff that provide technical support to these
         resources were seen as members of specific course teams. As postgraduate activity has
         increased, this has become increasingly untenable. The SMT recognised the need to
         restructure the organisation and management of technical support staff to enhance and
         ensure a parity of support to all courses, and the involvement of all colleagues in the School
         wide agenda.


3.10     The management structure and organisational arrangements for wood, metal and plastics has
         been redesigned to create a team of technical support staff lead by a senior technician
         reporting directly to the SMT and the Dean of School. For the longer term, consideration is
         being given to the inclusion of technical support for ceramic design in a team supporting all
         three dimensional design provision. Some progress has been made in cohering ICT support
         at School level under similar arrangements, but its completion is resource dependent.
         Progress has been slower in relation to the Graphic and Communication design workshops
         (i.e. film & video, print production, letterpress, print making and photography).


3.11     Administrative support staff structure
         Following a period of consultation, the redesign of the School administrative support structure
         was implemented five years ago to improve support to courses and the employment
         experience of colleagues. The School administrative team under the leadership and
         management of the School Administrator provides a professional, efficient, flexible and
         cohesive service to course teams and students, embedding University policies and
         procedures through School-level functionality and local course provision. Like most sections
         of the University, the primary challenges in this area faced by the School are related to
         recruitment, retention and career progression.


3.12     Academic staff structure
         The vast majority of academic staff are organised within discrete course teams, managed by a
         Course Director. Historically such teams have been dedicated to the delivery of a single
         course - even within the same subject area, colleagues from one course team have rarely
         been involved in the delivery of the curriculum of another course. This organisational
         approach has proved increasingly problematic, reducing flexibility, limiting the capacity to
         respond to unforeseen challenges and inhibiting the potential for collaborative initiatives.
         Whilst some progress has already been possible, this issue represents a major challenge for
         the School in the medium term as it is fundamental to optimising our human, creative and
         intellectual resources.


         Key current objective:




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         Objective 3a: Consolidate the School Management Team (SMT) with prompt appointments to
         the role of School Administrator and as a result of secondment to other roles in the College, to
         acting roles of Course Director: BAGD and Course Director: MACD to enable SMT to move
         forward with a collective vision.




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4        Benchmarking


4.1      Background
         The School’s portfolio comprises five postgraduate and four undergraduate courses, many of
         which are considered to be market leaders both in terms of demand and achievement. All
         courses are the largest or amongst the largest in their subject at their level.


4.2      Peer recognition
         Most staff are involved in high level professional practice and research, which relates directly
         to course delivery. Many academic staff have current or recent (i.e. within the last five years)
         external examining experience, and many have active involvement with validation, review or
         institutional audit activities nationally. (c.f. Course Monitoring Stats; External Examiner reports;
         Staff CVs; List of Staff with External Examining experience; List of Staff involved in Peer
         Esteem activities).


4.3      Academic Infrastructure: FHEQ and Subject Benchmarks
         The School is confident that its courses are in line with competitors nationally in terms of
         student experience and opportunity and with FHEQ descriptors in terms of challenge. Six of
         the School’s nine courses were due for review or revalidation between 2003 and 2005. With
         the introduction of College credit-rated frameworks at both Undergraduate and Postgraduate
         levels, all courses within the School needed to be frameworked for the first time. Review,
         revalidation and frameworking have brought with them timely opportunities to consider the
         parity and clarity of offer, challenge and demand within the two different levels and in relation
         to University and national standards. Significant progress has been made in this regard
         through the adoption of common Course Aims and Learning Outcomes and the mapping of
         Unit Learning Outcomes, Programmes of Study and Assessment Evidence across all four
         undergraduate courses.. Similar activities took place as an essential part of the postgraduate
         reviews and frameworking last year. Staff Development on a course-by-course basis has
         focused on familiarisation with FHEQ descriptors, and Subject Benchmarks as an integral part
         of this major academic change.


4.4      All five postgraduate courses were successfully reviewed and frameworked in July 2004. In
         March 2005, three undergraduate courses (BAADE, BACD and BAPD) progressed
         successfully through Stage 2 of the University’s new revalidation procedure. Following the
         secondment of the Course Director to the International Office, Stage 2 for BAGD has been
         rescheduled to May 2005. All four courses are due to be considered by VSC in July 2005.


4.5      Academic Infrastructure: QAA Code of Practice
         University policy and College strategies align well with guidance and precepts in the Code of
         Practice. To ensure that staff are as aware as possible of the different sections of the code,




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         the School tries to relate discussion of routine activities (e.g. the appointment and role of
         External Examiners) to specific sections as and when appropriate. Work continues to ensure
         awareness and to embed this knowledge.


4.6      Undergraduate Course Aims
         Our BA (Honours) courses aim to:
                  provide a supportive learning environment in which students can become
                   independent, self-aware learners;
                  equip students with the subject knowledge and understanding, intellectual, academic,
                   practical and transferable skills necessary to practice in and contribute to design and
                   the creative industries;
                  produce responsible, self-reliant graduates able to demonstrate critical analysis and
                   self-reflection in their contributions to society at large


4.7      Postgraduate Course Aims
         At Postgraduate (M) level we have two sets of aims, one for postgraduate diploma and one for
         master of arts; Our postgraduate diploma course aims to:
                  deliver the knowledge, cognitive and practical skills of character animation necessary
                   to enable students to take up professional employment as an animator and to pursue
                   further studies or research;
                  meet the demands of the industry for self-reliant, critical and reflective animators
                   whilst providing an education of intrinsic worth to the learner.


         Although articulated differently, the aims of our MA courses are, fundamentally the same, in
         that they all aim to:
                  develop students’ critical and reflective practice to challenge conventions and adopt a
                   strategic and proactive role within the discipline and profession of Design. (c.f. Re-
                   validation and frameworking documentation 2003-4, 2004-5).


4.8      Industry advisory groups
         The School has initiated a process of establishing subject and course advisory groups. These
         relatively small groups of ‘critical friends’ are drawn from the communities of professional
         practice, industry, research and the public sector that relate to each subject area. They meet
         at least twice per year, and are intended to inform course development and contribute to the
         assurance of currency. Progress in establishing these groups has been slower than
         anticipated, primarily as this initiative has fallen in priority in comparison to review, revalidation
         frameworking and external (to the School) scrutiny.


         N.B. Key current objectives




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         Objective 1a: to successfully revalidate the four undergraduate courses in the School with full
         reference to FHEQ descriptors, subject benchmarks and QAA Code of Practice, and reflecting
         critically on best practice internationally.


         Objective 2b: to establish industry advisory groups for the remainder of the subject groups
         within the School.




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5        Quality and Standards


5.1      Background
         The School is compliant with the University’s strong and well-established quality assurance
         framework and has implemented it effectively to monitor and enhance the quality and
         standards of its courses. (c.f. University of the Arts London Academic Affairs Handbook,
         Course Monitoring Reports, Course Handbooks).


5.2      Academic Coordination
         A new post of School Academic Coordinator was created in 2003-04 with responsibility for
         leadership on all issues relating to quality and standards, including the management and
         overview of the annual course monitoring process, leadership of internal and external review
         activities and management of academic development within the School. There is an
         Academic Coordinator in each School and they work closely together forming a link between
         the Schools and the Academic Services department of the College. (c.f. ACG notes and
         discussion items).


5.3      Assuring Academic Quality and Standards
         Assuring Academic Quality and Standards is the responsibility of every member of the School.
         Formally the process begins with the Annual Course Monitoring activity. Whilst already well
         embedded, further improvements have been made over the last year to make the process
         more rigorous and thorough, ensuring that common issues and the outcomes of monitoring
         are shared more effectively. The School implemented the revised, ‘streamlined’ approach to
         annual course monitoring in 2003-04, and welcomed the forward-looking approach to the use
         of Development Plans as aide-memoires for the rest of the academic session. There is good
         progress in assuring academic standards across the School.,


5.4      Student Representation and Feedback
         Student contribution at Course Committees is very good for most courses, though
         unfortunately less so at Board of Studies and Academic Committee. All courses run effective
         additional regular events and meetings in which students can feedback informally to staff, (e.g.
         Business Meetings: MAID, Student Forums: BAPD, Start the Week: BAADE). Student
         feedback that has prompted new initiatives includes:
                  MAID – purchase of new IT equipment; reorganisation of project feedback;
                   introduction of programming tutorials.
                  MACPfNE - introduction of learning logs to facilitate reflection and help prepare for
                   assessment.
                  PGDCA – purchase of new software; purchase of water dispenser.
         (c.f. Course Committee Folders)




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5.5      Whilst the identification and discussion of course related issues has been good, the problem
         of gaining a reliable level of wider-ranging, formal student feedback has been problematic. To
         address this, the School has run a school-wide student feedback questionnaire over the last
         two years in place of the College wide facilitated meetings.


5.6      Feedback response rates have increased dramatically, with an average of 73% in 2003-04 in
         comparison to the 10-15% gained through the facilitated meetings in 2002-03. All course
         teams addressed the findings in their final Annual Course Monitoring reports. Whilst much of
         the feedback was positive, we were aware that this represented only one year’s data and were
         keen not to form false assumptions and to ensure that data is reliable. Changes in question
         content and format have been made to improve the questionnaire further, and it is being run
         for a second time during the Summer Term this year. If we are successful in achieving a
         similar high level of return, the School intends to make greater use of the data as part of this
         year’s monitoring activity. (c.f. Dean’s Annual Course Monitoring Report 2003-04, Annual
         Course Monitoring Reports 2003-04, Student Feedback Questionnaires).


5.7      External Confirmation of Standards
         In addition to the regular involvement of External Examiners in confirming the appropriacy of
         course offers and standards of student achievement,


              ‘‘The standards set are appropriate for the Masters level award, and the visual
              work demonstrated the integrity, high level thinking skills, and professionalism that
              allows the course to be at the forefront of postgraduate education in
              communication design.’’ (Treweek, MACD, 2003-04),


         external involvement in the School over the last year has been significant, with all courses
         utilising a range of external experts as part of the Review, Revalidation and Frameworking
         activities. Additionally, two courses, MAID and BAPD were the focus of a Discipline Audit Trail
         (DAT) as part of Institutional Audit. The report noted:


              ‘‘well organised, reflective and responsive course teams’’;
              ‘‘the standard of student achievement in the programmes is appropriate to the titles of
              their awards and to their location within the FHEQ’’;


         (c.f. External Examiners reports; Report from QAA Institutional Audit, April 2004; Minutes of
         Review, Revalidation and Frameworking meetings, Dec 2003 – date).


5.8      Standards are also confirmed through industry bodies, for example PGDCA has been
         commended by SKILLSET, the Sector for Skills Council for the Audiovisual Industries, as
         exemplary in delivering graduates with the skills required by the animation industry.




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         (c.f. Course Folders).


         Key current objective
         Objective 3c: to review the portfolio of provision within the School with regard to the next five
         year period with particular reference to the quality of learning resources and quality of learning
         environment




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6.       Curriculum


6.1      Curriculum currency
         Key to the School’s work in ensuring curriculum currency is our awareness of industry
         demands, technological change and the shifts in subject centres of gravity. Whilst some of
         our courses are very long standing e.g. BAPD, (established in 1938 as Design for
         Manufacture, and the first Industrial Design course in the UK), others e.g. MACPfNE are very
         new and are typical of one of the School’s traits: developing new definitions of design,
         redefining subjects and taking them forward in order to be able to offer meaningful
         experiences for students now and in the future and contribute to the development of
         professional practice.


6.2      The approach of tradition and innovation is common in all courses, and is very evident at
         subject level. For example in illustration, we have maintained established definitions of
         illustration, but are recognised also for leading its reinvention, exploring the potential of digital
         technologies for production and dissemination, appropriating the territories of the creative
         director, editor or publisher and rethinking the relationship between image and text or event.


6.3      A second common theme across the School’s curricula is the concern for the context within
         which creative practice operates and by which it is defined. This has been confirmed as
         appropriate by External Examiners in their reports, for example:


              ‘Some of the most outstanding work was concerned with projects relating to
              serving public or community needs. The engagement with ‘real’ scenarios clearly
              brings out the best in the students.’ (Vincent, BACD, 03-04)


              ‘MAID has matured into a course that has a strong identity. The evidence is that
              the course has an academic direction and a philosophical approach to the subject
              that is recognizable and understood in a wider context. The staff team has worked
              hard to define the direction and develop appropriate teaching methods and course
              curriculum.’ (Harrow, MAID 03-04)


6.4      It is also confirmed by the increasing number of external affiliates and companies
         wishing to work with our courses and students, for example:


                  in excess of 150 companies and leading figures from the cultural and creative
                   sectors, including Science Museum, Ove Arup, Imagination, and Questacon
                   National Science Centre are current affiliates of MACPfNE.




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                  PGDCA has been named as one of only three partner colleges in Europe by
                   EA Games, the largest games company in the world
                   (c.f. External Examiner Reports; Course Folders; Course Affiliates list.)


6.5      The relationship between staff professional practice and research is fundamental to the
         currency of our curricula. Curriculum content is updated on an annual basis to reflect industry
         ‘norms’ and professional debate, particularly relating to issues of ethics, responsibility, the
         environment, sustainability, rapidly changing global markets and new attitudes to leisure and
         consumption. (c.f. Course Folders; Staff CVs). All curricula have been discussed in detail and
         updated as part of the review, revalidation and frameworking activities and confirmed by
         external panel members to be appropriate. (c.f. Minutes of Review, Revalidation and
         Frameworking meetings, Dec 2003 – date).


6.6      Student Feedback further confirms subject and curriculum currency. Student feedback last
         year at both undergraduate and postgraduate levels demonstrated high levels of satisfaction
         relating to academic challenge, critical skills development, subject knowledge and practical
         skills development, though less so relating to general skills development (IT, presentation,
         research). Whilst at postgraduate level, it was clear to students how staff research interests
         and professional practice contribute to curricula improvement, this was less well understood at
         undergraduate level, and we need to find appropriate ways of making this more transparent.
         One suggestion is for there to be a standing item at student fora, business meetings, and
         briefing meetings to update students on a termly basis of staff activities beyond teaching.
         (c.f. Student Feedback Returns 2003-04).


6.7      Portfolio Development
         Both the School and the College have been keen to fulfil Lethaby’s vision and see the
         introduction of Architecture as part of its portfolio. Following the validation of MACPfNE, and
         the introduction of a named pathway in Architecture in BAADE in July 2003, the School has
         started to realise this long-term aspiration.


6.8      Good progress is being made towards establishing the School’s offer as a serious alternative
         to the ‘traditional’ study of Architecture, with support from External Examiners and a significant
         and high-profile group of professional affiliates already working with both courses, sponsoring
         live projects and offering mentoring/shadowing and work experience opportunities. The key
         objectives are now
                  to strengthen and further define this subject cluster with its centre of gravity firmly in
                   the built environment and human habitation;
                  to achieve accreditation from The Royal Institute of British Architects (RIBA) for
                   exemption from their Part 1 professional examination;




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                  to develop further programmes of study at FE level in conjunction with Byam Shaw
                   and at postgraduate level with the introduction of MA Architecture.


6.9      With the first cohort of students graduating from the Architecture pathway in June 2006, there
         is significant potential for increased progression from BAADE to MACPfNE. The School is
         keen to foster this, both in relation to enrolment and to further establish the subject’s critical
         mass. Following preliminary meetings with RIBA last year, the course secured ‘candidate
         course’ status in July 2004. Further meetings with RIBA scheduled for summer 2005 and the
         academic year 2006 - 2007.


Key current objective
Objective 1b: To further consolidate provision in design for the built environment by successfully
completing the next stage of the RIBA validation of BAADE and commencing development of FE
provision with Byam Shaw.




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7        Learning and Teaching


7.1      School approach.
         The core philosophy of the School’s approach to learning and teaching is based on our strong
         and active links with the industries and professions affiliated to our subjects, and our truly
         global student cohorts. All students have opportunities to undertake competitions and live
         projects throughout their courses, and benefit from a range of professional guest speakers
         and industry visits, which make very real the challenges and possibilities of working in the
         creative industries. (c.f. Course Folders; Student Competitions and Live Projects; Guest
         Speaker list)


7.2      We endeavour to enable students to become independent, deep learners with each course
         employing a range of approaches to learning and teaching directly related to cohort size,
         learning styles, subject and level. Examples of these include:
                  MACD platform groups;
                  MACPfNE mentoring by professional practitioners;
                  BACD methodologies;
                  BAPD student profiling.


7.3      In line with discussions taking place within the University’s Learning and Teaching group, the
         School is moving towards common definition of certain key learning and teaching
         methodologies and vehicles to aid transparency, student expectation and understanding,
         described in all course handbooks. As part of the frameworking process, Personal
         Professional Development (PPD) is being introduced to all courses as an identified element to
         further underpin student learning, and Development Planning (DP) will be flagged up through
         academic tutorials. Academic and technical teams work well together to underpin the student
         experience, for example, in 2004 a live web-cam was set up and managed by members of the
         technical support team to facilitate meetings and crits on a transatlantic joint project between
         Rhode Island School of Design (RISD) and MACPfNE (c.f. Draft Course Handbooks 2005-06,
         Course Folders).


7.4      Links with professional practice and research.
         In most courses there is a close correlation between staff professional practice or research
         activity and innovative approaches to learning and teaching and curriculum content. For
         example:

                  In BAGD, a HEFCE ‘Fund for the Development of Teaching and Learning’ (FDTL)
                   research project, ‘Writing PAD: Writing Purposefully in Art and Design’, has
                   underpinned an innovative approach to the integration of theory and practice. Nearing
                   its conclusion, Writing PAD aims to promote the dissemination and adoption of
                   models of good practice in the teaching and learning of writing in higher education art



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                   and design. It has initiated a process of change through which students will be
                   enabled to see that theory and practice can be equally relevant to their education as a
                   whole and that writing is a skill that links the two arenas
                  The long-standing Design Against Crime initiative (DAC), has developed a substantial
                   body of learning materials based on the analysis of the contextual factors contributing
                   to crime and of design resources, tools and methods to be employed within the
                   development of products, services and environments. These materials have been
                   utilised by DAC staff working with students on undergraduate (BAPD and BAGD) and
                   postgraduate courses (MAID and MACD) in projects. The resultant student work has,
                   on a number of occasions, received awards in national and international competitions.
                   DAC has also provided research opportunities for colleagues within the School and
                   beyond and has enabled a number of colleagues to develop their research profiles.


                   (c.f. Staff Professional Practice and Research projects).


7.5      Similarly, and as a result of undertaking a University Teaching and Professional Fellowship,
         an award winning Blackboard site has been set up by the Stage 1 Leader of BAGD to
         underpin learning, teaching and communication for what is the largest Stage 1 cohort in the
         University. These students have expressed a high level of satisfaction with the effectiveness
         of Blackboard as a communication tool, in direct contrast with responses from other courses.
         The School is keen to identify and share best practice wherever possible to underpin and
         support learning and teaching elsewhere. (c.f. Staff Professional Practice and Research
         projects).


7.6      Student satisfaction
         Based on the responses from the 2003-04 Student Feedback Questionnaire, satisfaction with
         the quality of learning and teaching in most courses is good. (c.f. Student Feedback data).


7.7      Teacher training, accreditation and peer observation.
         Good progress is being made in achieving UAL targets by staff who have now completed or
         are currently undertaking the CLTAD run PG Cert Learning and Teaching in Art and Design in
         Higher Education. (c.f. Staff CVs). Particular progress has been achieved this year by BAADE
         of whom now 6 out of 7 and establishment members of staff are taking or have successfully
         achieved the CLTAD qualification or HE Academy teacher accreditation. Three members of
         staff in PGDCA (Course Director, Technician and key AL), have now successfully competed
         the CLTAD course and a fourth member is undertaking it this year. Significant progress has
         also been made in MADS with 3 ALs of a team 6 key roles currently undertaking the
         qualification. As a School we wish to know more about the quality of teaching across all
         courses and whilst many staff have now completed training to undertake Peer Observation of




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         Teaching, we have had less success in embedding its practice and this remains a key target
         for all courses.




Key current objective
Objective 3b : Through teaching observations and teacher training, to improve our understanding of
the quality of our teaching, disseminate and share best practice and address areas of concern.




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8        Assessment


8.1      Principles
         Assessment strategies are in compliance with University policy, and are described in detail in
         each Course Handbook. Considerable effort has been made to ensure a constructive
         alignment between curriculum content, learning, teaching and assessment strategies and the
         developmental stage of students. Careful attention has been given to explaining the
         differences between formative and summative assessment, to ensure students become
         familiar with the difference between advice and judgement. Increasingly course teams are
         beginning to deploy formative peer and self-assessment as key elements of independent
         learning.


8.2      Confirmation of Standards
         Rigorous systems of second marking, parity checking and internal moderation are embedded
         in all courses, confirmed as effective by external examiners who have noted, for example:
              ‘‘The course has developed an exceptionally coherent assessment and progression
              regime, and those who do not achieve course targets are rigorously pinpointed by
              student monitoring methodologies.’’ (McNally, BAPD, 2003-04)
              ‘‘The marking seemed both appropriate and fair and reflected accurately the group’s
              performance and the academic standards of excellence set by the course tutors.’’
              (Fraquelli, MAID 2003-04).


8.3      Assessing Learning
         With frameworked courses in operation at postgraduate level for the first time, a shift in culture
         is gradually taking place in the School with us moving from the traditional approach to
         assessment, based on the critical appraisal of an end piece of work or product, to the
         assessment of learning as evidenced through the achievement of Unit Learning Outcomes. A
         Staff Development session was arranged for the start of this academic year to underpin this
         change of culture, although many staff were already familiar with this different approach
         through their roles as External Examiners. Following liaison between the College’s Academic
         Services department and the University’s Academic Affairs office, assessment sub-groups of
         the Boards of Examiners have been established for each postgraduate course, to receive
         recommended marks and consider any related Extenuating Circumstances for Units 1 and 2,
         prior to recommendations being forwarded to the Board of Examiners. The School will
         monitor carefully the appropriacy and effectiveness of these sub-groups, and in particular the
         involvement of the External Examiners in agreeing marks, now that all Units count towards the
         final M level awards. The School will contribute feedback gleaned from this round of
         postgraduate assessments to help in establishing College-wide procedures for Stage 3
         undergraduate assessments for 2008.




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8.4      Extenuating Circumstances
         Students across the School are familiar with and make use of the University’s Extenuating
         Circumstance procedures. The School is keen to see parity of consideration of claims, and
         has recently produced two new guidance notes to students in relation to work lost as a result
         of IT failure or deadlines missed as a result of transport problems. There has been a
         significant increase in the number of claims made and considered over the last three years,
         with in excess of 160 claims considered to date by the School’s Extenuating Circumstances
         Panel this year alone. This volume of claims poses a significant workload on the School, but
         also gives a poignant insight into the reality of experience for many of our students. (c.f.
         Extenuating Circumstances Folder).


8.5      Appeals
         On a case-by-case basis, the School has recorded the highest level of appeals made across
         the University for the last three years, although on a proportional basis, this does not
         represent the same level of incidence. Of the 20 app0eals made last year, 1 was upheld by
         the College, and a further 2 by the University’s Appeals Committee, resulting in 3 successful
         appeals (0.23% of School cohort). Of the appeals upheld by UAC, two were at undergraduate
         level, and one at postgraduate level.
         Whilst ensuring students continue to be aware of and utilise the University’s complaints and
         appeals procedures, the School is keen to try to reduce the number of actual appeals
         submitted annually. (c.f. Complaints and Appeals).




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9        Student Progression and Achievement


9.1      Progression
         In 2003/04, 172 students progressed from UAL Foundation courses to enrol onto
         undergraduate course across the School (53%). Progression from undergraduate to
         postgraduate study is good, though difficult to quantify statistically as many students take ‘gap’
         years and progress at a later time. Progression from taught postgraduate courses to research
         degrees affiliated to the School is still fairly small, with 16 students progressing to date.


9.2      Retention
         Retention issues vary widely between courses and levels of study. At Undergraduate level,
         BAGD had the highest level of retention in the University for Stage 1 students last year (99%),
         whereas for BAADE, recruitment and retention have been challenging. The BAADE team are
         addressing the issue of retention through the offer of timetabled pastoral tutorials, which have
         been well received by students, and withdrawal rates for 2004-05 are already much lower, (13
         withdrawals and 11 withdrawals in 2002-03 and 2003-04 respectively, as opposed 2
         withdrawals in 2004-05). At Postgraduate level retention is excellent on all courses (cf Course
         Monitoring Statistics, Dean’s Monitoring Report 2003/04).


9.3      Student Achievement
         Student achievement at postgraduate level is strong (96%) average pass rate across all
         courses with 22 distinctions awarded in 2003-04.However, at undergraduate level, despite
         significant high profile achievement in competitions nationally and internationally and
         impressive first destination results, overall student achievement of 1st Class and 2:1 awards in
         three courses appears to be slightly lower than University and National Benchmarks. This has
         been debated in detail by Course Committees and by Board of Studies following Annual
         Course Monitoring, and the School is keen to obtain further subject specific data to explore the
         issue further. (c.f. Course Monitoring Stats 2003-04, External Examiner reports, Student
         Achievement Folder).


9.4      Student achievement, as recognised through their performance in competitions and awards
         schemes, is good and employment within their subject areas healthy. A significant number of
         graduates rise quickly in their influence and notoriety, be it through media coverage or through
         less conspicuous career progression within consultancy and industry.




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10       Research and Professional Activity


10.1     Aims for Research
         The School’s long term aim in terms of research is:
                  to establish a culture which enables a direct and relevant relationship between both
                   subject based and pedagogic research of international currency to the development of
                   taught courses, curricula and course delivery.


10.2     Specifically, and in the short term, we aim:
                  to establish coherent communities of research students and postdoctoral researchers
                   which align with the subject concerns of the taught programmes, and
                  to establish School-wide research projects that draw on existing staff knowledge and
                   expertise and support staff members new to research activity.


10.3     Research Degree Students and Supervision
         The School currently has twenty research degree students, five of whom are likely to complete
         within this academic year. The number of research degree students has grown steadily over
         the last seven years with significant additions through transfer when ‘SmartLab’ joined Central
         Saint Martins and when Professors Stephen Scrivener and Martin Woolley were appointed to
         the College’s Research Office. Within the research student group there have been, and are
         currently, a number of award holders, three have had University of the Arts research student
         bursaries, and two are current holders of AHRC research student bursaries.


10.4     Within the School and the College’s Research Office there is a group of thirteen research
         degree supervisors in the areas of graphic and industrial design, five of whom are experienced
         (i.e. have completed two or more supervisions to successful conclusion), while the remaining
         seven have one completion or are supervising their first student, as follows:
                  Christine Atha
                  Patricia Austin
                  Phil Baines
                  Jonathan Barratt
                  Catherine Dixon
                  Richard Doust
                  Stuart Evans
                  Malcolm Johnston
                  Stuart Jones
                  Rob Kesseler
                  Stephen Scrivener
                  Bridget Wilkins
                  Martin Woolley



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10.1010.5          The supervisor training programme run through the CLTAD derives from staff                 Formatted: Bullets and Numbering

         development initiatives for cross-institution training held at CSM during the 1990s: the ‘Matrix’
         series of conferences, seminars and workshops on research degrees in art and design.
         Similarly, the University’s taught programme of research methods and skills for research
         degree students has been developed from a programme which originated in the School.


10.1010.6          Cross-institutional involvement continues with a current AHRC funded consortium on         Formatted: Bullets and Numbering

         collaborative doctoral research training led from within the School with contributions to training
         programmes at other institutions, including Glasgow School of Art.


10.1010.7          Professional Practice                                                                      Formatted: Bullets and Numbering

         A high proportion of established and sessional academic staff across the School are actively
         involved in professional practice as consultants to high profile manufacturers and service
         providers or as individual creative practitioners which in many cases directly benefits course
         curricula. Many courses also benefit from the active involment of Visiting Professors, a group
         that is becoming incresingly international in scope. (c.f. Staff Professional Practice and
         Research lists).


10.8     Individual Staff Research
         Many colleagues are active as individual researchers with published outcomes in the form of
         exhibited artefacts or media, published books and papers and contributions to conferences.
         Staff work in collaboration with a wide range of UK based cultural and educational institutions
         such as the Design Museum, the V&A, the Design Council, the Science Museum, University
         College and Queen Mary College and international institutions such as the Korean Institute for
         Design Promotion and the Interactive Institute in Stockhom. This again informs curricula and
         underpins currency and relevance. (c.f. Staff Professional Practice and Research lists).


10.1010.9          Team Research                                                                              Formatted: Bullets and Numbering

         In pursuit of the College’s Research Strategy, the School is developing two proposal for
         University Research Centres and a broader range of Research Clusters. There are a number
         of established team based, long term research initiatives which span a series of specific
         research projects and are supported by a range of external funding (AHRB, EPSRC,
         European Framework 5/6/7, DTI, Design Council, etc) based within the School:
                  Design Against Crime (DAC) is the most established, with an impressive track record
                   of research grants and output in the public domain (c.f. DAC folder and website).
                  Communication and Expression cluster developing a University Research Centre
                   proposal with colleagues from LCC.
                  Environment as Interface, is a multidisciplinary collaborative research project
                   investigating how the built environment offers potential for communication through



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                   mixed reality and tangible interfaces, in other words, the development of interactive
                   computing-enabled spaces.


10.10    Research Strategy
         The School works towards the implementation of the College’s Research Strategy. The main
         challenge for the School, (indeed the College and the University), is to develop an effective
         research strategy within the historical context of teaching informed by creative practice, where
         there are relatively few academically mature research active staff regarded as high level
         researchers and where the debate about what consitutes research in art and design
         continues. Such a strategy needs to find appropriate ways of nurturing this professional
         practice to be embraced as RAE recognised activity.


10.11    Enterprise
         A number of research initiatives from the School have or are developing potential in terms of
         enterprise activity through the Innovation Centre. For example: Artakt which has its origins in
         an individual research activity has grown into a full commercial consultancy and curration
         service; Design Against Crime has launched a range of personal accessories onto the market
         in partnership with a retailer; and a number of colleagues have partipated in Design Lab
         commercial consultancy and production. Other colleagues are supported in the Innovation
         Centre whilst they develop enterprise intitiatives from their existing research activity.


10.12    At course level, teams of staff and students have also been increasingly successful in
         capitalising their creative and research potential into commercial value, with commercial
         organisations commisioning consultancy from the majority of courses.




Key current objectives
Objective 2a: to establish a coherent research strategy and implementation plan in liaison with the
College Research Support Office.
Objective 2c: to extend the international links of the School.
Objective 2d: to articulate the outcomes of research to our subject and related communities and
extend research into consultancy and enterprise.




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11       Staffing and Staff Development


11.1     Staffing Background
         The School benefits from and supports a dedicated team of specialist academic and support
         staff, whose main aim is to ensure the highest quality student experience in relation to the
         available resource.


11.2     The School has 49 academic posts to manage and deliver courses to 1262 FTE students
         numbers. Staffing across the School comprises, 24 full-time academic staff, 25 fractional
         academic staff and approximately 11000 AL hours. (c.f. Staff CVs, School Budget Planning
         papers).


11.3     Staff Development Process
         Staff Development priorities are identified annually, mainly through appraisal, but also through
         SMT and BoS in relation to University priorities, special projects and initiatives. Recent staff
         development has included:
         Administrative staff
                  Links Programme – the University’s Network for Knowledge Sharing; Support for
                   students- ‘Dealing with Students on Distress’; regular training sessions on QL
                   (Student management database); IT Training Programme to update skills on software
                   programmes eg Word, Excel, Access & Powerpoint. Specific Qualifications achieved
                   include: Certificate in Management (School Administrator), and Diploma in Arts
                   Management, Birbeck College, London. 2005 (Course Administrator BAPD).


         Technical support staff
                       Software training; CLTAD course attendance and Health and Safety training.


         Academic staff
                       Peer Observation of Teaching; issues implicit in the Unitisation and Frameworking
                        of Courses, and New Procedures and Legislation related to the Appointment of
                        ALs, VLs and VRs


11.4     Staff Development Opportunities
         In addition to University level Staff Development opportunities, the School benefits from a
         centrally organised, College-wide Staff Development programme, focused through two Staff
         Development weeks. Individual staff members undertake a wide variety of Staff Development
         activities, ranging from attendance at subject related conferences to IT upskilling, and
         personal development and training. (c.f. Staff Development activities).




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11.5     Whilst there is much useful individual activity being undertaken at course and team level,
         School-wide staff development is in the main reactive rather than proactive, and SMT has
         identified this as a key objective to address over the coming year.


         Key current objective
         Objective 3d: Review/revise staff development to develop a more strategic School-wide
         approach




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12       Learning Resources

12.1     Accommodation
         The School is accommodated on three sites:
                       Southampton Row, where BA (Honours) Arts Design and Environment (BAADE),
                        BA (Honours) Graphic Design (BAGD) and BA (Honours) Product Design (BAPD)
                        are based;
                       Red Lion Square, where BA (Honours) Ceramic Design (BACD), MA Creative
                        Practice for Narrative Environments (MACPfNE), MA Design Studies (MADS),
                        and MA Industrial Design (MAID) are based;
                       Catton Street, where MA Communication Design (MACD), PG Dip Character
                        Animation (PGDCA), the Dean, Academic Coordinator, and School Administration
                        office are based.


12.2     The dispersed nature of the School represents a management challenge. The physical
         distance of the Dean, Academic Coordinator and School Administration Team from the
         majority of course provision and colleagues can be seen to inhibit the cohesion of the School
         as a community and team. The School does not have a concrete ‘presence’ which in part has
         contributed to the fragmentation highlighted in 3.4 (above).


12.3     However, wherever possible, the School has tried to organise course accommodation to offer
         close proximity of staff offices to studio and workshop areas, and to ensure that course
         specific equipment including IT is sited within easy reach of principal learning and teaching
         spaces. This is not always possible and some postgraduate courses are now operating on
         split sites, particularly in relation to shared workshop access. Infrastructure problems such as
         the unreliability of the lifts at Red Lion Square make simple tasks such as moving work or
         taking-in bulk materials unnecessarily time consuming and frustrating.


12.4     Access into and around the buildings is generally difficult, time-consuming and is not DDA
         compliant. Despite continuation of high overall enrolled student numbers, space utilisation
         surveys over recent years have indicated low student usage and efficiency. Increasingly
         students are working off site – in many cases citing dissatisfaction with either course
         accommodation or facilities as the main reason. The School is mindful of the implications of
         low student usage of accommodation, and keen to contribute to College level discussions
         relating to the development of Kings Cross as a new site to try to address some of these
         currently unavoidable problems. (Student Feedback returns 2003-04, Annual Course
         Monitoring 2003-04.


12.5     The quality of accommodation varies from course to course. Investment in 1999 prompted by
         the relocation of BAGD from the Long Acre site to Southampton Row was the last major
         investment in accommodation experienced by the School’s courses. Through the Capital


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         budget and additional income generated through DALI/Artscom, sponsorship income and
         international student income the College and School have undertaken incremental
         improvements to facilities, however the fabric of the building continues to be generally
         perceived as dilapidated by students, external examiners and staff. Studio, workshop and
         staff accommodation requires significant investment, such as that which Colleges have
         benefited from, to consolidate and rationalise facilities to enable optimisation in terms of the
         quality and efficiencies of learning and teaching and support through staff deployment.


12.6     School Workshops and IT Resources
         The School takes a strategic view to developing its resources, and over the last three years
         has benefited from the purchase of new specialist equipment including:
                  Extraction and filtration plant in the wood workshop
                  High specification computer equipment for Animation enabling the use of industry
                   standard software.
                  Medium specification computer hardware and software to establish a high level
                   product design CAD unit.


         Whilst some resources remain course specific, increasingly facilities are shared by a number
         of courses with access managed by a Senior Technician in liaison with the Course Directors.


12.7     The gap between student and industry expectation of resources, and what the School can
         actually provide and support has increased dramatically and has become the main point of
         dissatisfaction highlighted through Student Feedback, Annual Course Monitoring Reports,
         External Examiner reports and external comment through Institutional Audit, Review and
         Frameworking.


12.8     Library and Learning Resources (LLR)
         The School benefits immensely from the College’s Library and Learning Resources and in
         particular, the team of dedicated, proactive staff that work closely with course teams to
         underpin delivery. Each course is allocated a designated LLR staff member as Course
         Librarian who attends Course Committees and Board of Studies and contributes to Annual
         Course Monitoring. Student usage of LLR is high and satisfaction with the service they offer is
         very high.


12.9     A particular feature of the resource is the Materials & Products Collection. This consists of
         material samples, manufacturers’ and suppliers’ specifications, design guides and catalogues,
         and electronic resources such as the KOMPASS database. In order to ensure the relevancy
         and currency of the collection, lecturers and technicians are encouraged to suggest areas for
         collection, regular use is made of a specialist consultant and LLR staff attend key trade fairs to
         obtain the latest products and materials. Another specialist resource held in the library well



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         used by students is the collection of major project reports for most of the School’s MA courses
         and a sample collection of BA Product Design project reports. The items represent a
         considerable archive of student research and written work. Focused training sessions are
         held to support students in their use of all these resources.


12.10    Open Access IT
         Open Access IT is problematic for both the School and the College. The gap between student
         expectation and what the college can offer and support has increased more dramatically in
         respect to this facility than to any other in the School. In many cases students own higher
         specification IT than we are able to offer as a College, with poor reliability of the University
         server further exacerbating the situation. Student feedback last year showed a consistently
         high level of dissatisfaction with open access IT. Active discussion is currently underway at
         University level through both the ISG working party and VIVID debate, to explore short and
         long term options to the bigger picture challenge of how we continue to offer and support
         reliable IT for both general learning support and for subject specialist applications.




Key current objective
Objective 3c: To review the portfolio of provision within the School with regard to the next five year
period with particular reference to the quality of learning resources and quality of learning environment




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13       Student Support


13.1     Students are offered support and guidance from the School and specialist University teams
         from point of enquiry onwards. Course teams visit feeder Schools and Colleges to promote
         courses and offer potential applicants advice on portfolio content, application and possible
         careers. Criteria for selection are specified in all programme specifications. Once offered a
         place on a course, students are supported both through pre-arrival information packs, and
         named members of staff contactable by phone and email. All students are issued with
         comprehensive Course Handbooks and copies of Student Zone on enrolment. (c.f. Course
         Handbooks; Student Zone).


13.2     All students are provided with an induction to their courses, the School and the University,
         including identified meetings for international students during enrolment to help settle into the
         UK. In most cases inductions are scheduled over a number of weeks to avoid information
         overload, and to ensure detailed activities such as introductions to College IT and LLR
         facilities and course workshops can take place at relevant times. (c.f Course folders; LLR
         folder; Technical Support folder).


13.3     In general, academic support and guidance is valued highly by students. All courses comply
         with the College strategy of a minimum of two academic tutorials per year and students
         receive written feedback on these tutorials and on summative assessment points.
         Undergraduate teams are concerned at the workload that is implicit in ensuring prompt written
         feedback for the additional summative assessment points in the credit-rated courses, which
         will be monitored carefully. (c.f. Student folders).


13.4     Across the School, Blackboard (Bb) is increasingly being used as both a communication tool
         and a tool to support student learning. In addition to posting project briefs and reading lists on
         Bb, both BAGD and BAPD are beginning to test specialist course materials including flash
         clips for technical drawing, backup to tutorials and ‘Frequently Asked Questions’ as learning-
         tools.


13.5     Referral to specialist support areas of the University including Student Advisers and disability
         support coordinators works well, with students who make use of these services valuing them
         highly. (c.f student questionnaire returns 04-05).


13.6     The School has established a part time EFL Co-ordinator to track students on learning
         agreements and to be a point of contact between students, courses and the Language Centre.
         Despite this, significant numbers of students fail to reach IELTS level required for progression,
         presenting considerable burden upon course teams and the School Office in order to support




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         individuals’ progression. This problem will persist unless the IELTS entry requirement is more
         strictly adhered to.


13.7     Students are supported directly and indirectly through the high profile and publicity that
         courses gain. In BAPD, relationships with companies such as President Furniture, Panasonic
         and Mars, have all resulted in positive press publicity. The Panasonic relationship resulted in
         a major exhibition in Tokyo at the Panasonic Centre: ‘People, Spaces, Objects and Emotions’
         September – December 2003. Financial support from external projects enables the course to
         continue to support and promote graduates annually at events such as the International
         Contemporary Furniture Fair (New York), 100%Design (London), and New Designers
         (London).


13.8     Alumni are invited back by many course teams to share their first-step career experiences and
         successes with current students. In BAADE, these sessions are followed by ‘break-out’
         groups, facilitated and supported by colleagues from Careers.


13.9     At postgraduate level, students in MACPfNE have made good use of, and have been
         supported by UAL specialist areas such as the Enterprise centre for the Creative Arts (ECCA)
         based at LCC, to inform themselves about business options and next step support in planning
         their own creative businesses.


13.10    Like all courses in the School, PGDCA is committed to the successful future careers of its
         students and graduates. The course team encourage a networking community, through
         regular events, a mentor scheme and an industry party at the end of each year. Career
         destinations for PGDCA are extremely strong. Alumni stay in close contact with the course,
         contributing to and benefiting from the high level student support that is offered. Returns show
         that 80% of PGDCA graduates are actively involved in high-end broadcast and animation
         industries, in companies such as Framestore-CFC, Mill Film, Industrial Light and Magic,
         Cartoon Network, Cinesite, and the BBC.


         Key current objective
         Objective 4a: Make transparent the commitment, demand and access to resources students
         can expect on undergraduate courses through the process of revalidation




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14       Recruitment and Admissions


14.1     Recruitment, application, and enrolment.
         There are different recruitment, application, and enrolment issues for each course and at
         levels of study. For example at Undergraduate level, application to BAGD is strong with       a
         3.1:1 application target ratio for 2003-04, whereas application and enrolment to BACD and
         BAADE was below target for the same period. SMT and course teams are looking carefully at
         these issues to stabilise and reverse the situation - securing recruitment and enrolment and
         therefore income is a key aim for the School. Whilst BACD has maintained its position in
         attracting the ‘lion’s share’ nationally of applicants wishing to study ceramic design, this is a
         decreasing market. The School has an absolute commitment to the course, and is considering
         ways in which it can support the team more effectively to maximise the small staffing budget
         available to them to ensure parity of student experience. Appointment of a new Course
         Director for BAADE in September 2004, and clarification of the course offer are beginning to
         reap benefits: UCAS applications for 2005 show an increase on 2004, which the team are
         confident will turn into actual enrolments. With the increasing public awareness of Architecture
         as a named pathway, the School is confident that it will be able to reverse the recruitment
         problems BAADE within the next three years.


14.2     At Postgraduate level, application and enrolment is good with an average application : target
         ratio of 3.3:1 across the full-time courses in 2003/04. Part-time Postgraduate application is
         less buoyant but recruitment is close to target. However, although application appears strong
         statistically, experience has shown us that in order to meet international enrolment targets in
         particular, offers have to exceed targets by 50%. It is clear that many students are accepting
         places at a number of institutions and making a decision at the last minute, making planning
         extremely difficult. SMT has debated ways in which it might be able to reduce this high-risk
         approach which is both very costly on staffing, and unfair to students already on course, and
         has recommended students are asked to pay a non-refundable deposit on their acceptance of
         their place. This way planning could be more strategic and staffing resources utilised more
         effectively. SMT have debated application deadlines for postgraduate courses in response to
         UAL’s International Development Office’s call to pilot revised application and decision
         deadlines.




         Key current objective
         Objective 4b: Each undergraduate course to establish a new relationship with one inner city
         secondary and one FE provider to develop the profile of their subject(s) and the course within
         those institutions.




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15       Equal Opportunities


15.1     Staff across the School are very aware of and increasingly try to ensure non-discriminatory
         behaviour in every aspect of our work, from for example, interview and selection of both
         students and colleagues, through to ways of communicating, learning styles and points of
         reference and role models cited in teaching materials. The high student use of the
         University’s Extenuating Circumstance procedure is an example of our aim to treat each
         student fairly and as individuals.


15.2     Formally, a member of SMT participates in the College’s Widening Participation Group
         (WPG), and acts as a conduit for reporting progress at College and School levels between
         School BoS and College WPG.


15.3     The School has benefited from a variety of specialist Staff Development sessions, including
         ‘Fairness in Selection Training’, attendance at the ‘Innovate to Retain’ conference at LCC and
         ‘Writing Inclusive Learning Outcomes’. (c.f. Staff Development Folder).


15.4     The School has a good relationship with Student Services, in particular the college Student
         Adviser and Dyslexia Support Tutor. 9 % of our students disclosed a registered disability on
         enrolment this year, and support strategies, including accommodated assessment
         arrangements are in place. There are, however, acknowledged difficulties for people with
         restricted mobility accessing accommodation on all sites.


15.5     The School is committed to increasing the diversity of its students and staff. Most courses
         have established links with inner city schools and colleges aiming to interest non-traditional
         learners and students from socially disadvantaged backgrounds in design and a possible
         career in the creative industries. Specialist one-off activities have been offered by several
         courses, including a workshop on digital imaging for children with learning difficulties run by
         PGDCA, and the recent college-hosted, ‘Connexions Graphic Design’ event, which involved
         staff and students from BAGD and was aimed at informing Connexions career advisors and
         teachers about what makes a successful graphic design applicant. (c.f Course Folders).


15.6     The student body is truly global, representing 64 countries of origin, and this diversity of
         culture and ethnicity is cited without exception in student feedback from all courses as one of
         the best features of studying at the College. 52 % of our students come from overseas, (33%
         are international, and a further 19% come from mainland Europe,) and bring with them a
         wealth of views and experiences that enhance the learning experience for all. Gender
         balances across the School are 57% Female 43% Male. (c.f. Student Feedback Returns
         2003-04, Course Stats).




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15.7     Whilst Administration and AL staff across the School represent a broad mix of ethnicities, the
         staff profile particularly amongst establishment academic posts, is predominantly white,
         European. The School would like to see an increase in BME staff across all roles and
         responsibilities. Gender balance across the School is 72% male 28% female, as follows:


                  Academic Staff - 71% male:29% female; (35 : 14 actuals)
                  Technical Staff - 95% male:5% female; (21 : 1 actuals)
                  Administration Staff – 27% male:73% female; (3 : 8 actuals)


         Key current objectives
         Objective 4a: Make transparent the commitment, demand and access to resources students
         can expect on undergraduate courses through the process of revalidation.




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16       Strengths and Challenges


16.1     Strengths
                  The involvement of Industry and professional affiliates in our courses, and their
                   confirmation of course standards. (5.7, 5.8, 6.4, 7.1 refer).
                  The School’s contribution to the redefinition of design. (1.6, 1.8, 6.7, 6.8, 6.9 refer).
                  Good student involvement in course management; increasingly rigorous Annual
                   Course Monitoring activity; significant improvements in attaining student feedback.
                   (5.4, 5.3, 5.7 refer).
                  Effective and highly valued course and School Administration. (3.11 refers)
                  Transparency of allocation of School budgets, and collective decision making in
                   allocation of monies such as capital expenditure. (3.7 refers).
                  SMT increasingly operating corporately and working as a team. (3.3 refers).


16.2     Challenges
                  Lack of easily defined School identity. (3.3 refers).
                  Recurrent, long-term accommodation and resource problems. (12.3, 12.4, 12.5 refer).
                  Review of the organisation and management of both technical support and academic
                   staff needed, to ensure parity of support to all courses, and to build opportunities for
                   flexibility and collaboration. (3.7 refers).
                  Ensuring all identified staff achieve teacher training qualifications or HE Academy
                   accreditation in line with UAL targets. (7.7 refers).
                  Implementing the UAL Peer Observation of Teaching Scheme. (7.7 refers).




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