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Goldsmiths has a long and successful history of teaching and research, providing
students with the opportunity to study for awards of the University of London. The
College is responsible for the quality and standards of its provision and, in almost all
respects, has been exercising the functions of a university with degree-awarding
powers for many years. Along with other major Colleges of the University,
Goldsmiths sees the granting of awarding powers for taught and research degrees as
a recognition of its capabilities, enabling it to pursue its mission both within and
beyond the federal University.

This Critical Self-Analysis document sets out how the College meets the criteria
relevant to the powers being sought. It has been prepared and discussed by a wide
range of bodies in the College and has been formally approved by the Academic
Board and Council. I am confident that the College has a strong case for the granting
of degree-awarding powers and we look forward to demonstrating this in the scrutiny
process.




Professor Geoffrey Crossick
Warden
Goldsmiths, University of London
Critical Self-Analysis, Goldsmiths, University of London




Contents

INTRODUCTION..........................................................................................................4

The University of London context.................................................................................6

A     GOVERNANCE AND ACADEMIC MANAGEMENT ............................................7

Mission and strategic direction.....................................................................................7

Goldsmiths Strategy and Aims.....................................................................................8

Governance..................................................................................................................9

Leadership and management ....................................................................................10

Strategic planning ......................................................................................................12

Communication with staff and students .....................................................................12

B     ACADEMIC STANDARDS AND QUALITY ASSURANCE................................14

Assuring the standards of awards .........................................................................17

Regulatory framework ................................................................................................18

Examinations and assessment ..................................................................................19

Data in support of quality and standards assurance ..................................................21

Quality assurance ....................................................................................................22

Student involvement in quality assurance..................................................................23

Internal approval, monitoring and review procedures ................................................23

Collaborative provision...............................................................................................27

Externality in the assurance of quality and standards.........................................28

Use of the Academic Infrastructure............................................................................29

External Examiners ....................................................................................................30

Professional, Regulatory and Statutory Bodies..........................................................31

Employers and graduates ..........................................................................................32

The College’s approach to quality enhancement .................................................33

Learning Teaching and Assessment Strategy ...........................................................34



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Critical Self-Analysis, Goldsmiths, University of London




C    CONTRIBUTION AND EFFECTIVENESS OF STAFF .......................................35

Scholarship and pedagogy.........................................................................................35

Human Resources Strategy .......................................................................................36

Staff development ......................................................................................................39

D THE LEARNING ENVIRONMENT AND STUDENT SUPPORT ..........................40

Information Technology (IT) Services ........................................................................42

Library and learning resources...................................................................................43

Teaching accommodation ..........................................................................................45

Supporting the student experience ............................................................................46

Student recruitment and admission............................................................................47

Academic support and guidance................................................................................49

Progression and retention ..........................................................................................50

Student Support Services ..........................................................................................51

Student complaints and appeals ................................................................................54

RESEARCH DEGREE PROVISION..........................................................................56

Research at Goldsmiths.............................................................................................56

Graduate School ........................................................................................................57

Quality assurance of research degrees .....................................................................59

CONCLUSION ...........................................................................................................61




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Critical Self-Analysis, Goldsmiths, University of London




INTRODUCTION


1.     Goldsmiths is a College of the University of London, to which it makes its own
       significant contribution and is firmly committed to its traditions, values and
       standards. With both a global and local focus, the College possesses a strong
       international reputation and a unique historical base in its South London
       community. It is made up of a distinctive, vibrant and interdisciplinary mix of arts,
       humanities, social sciences, computing and education.

2.     The College is widely regarded as the most innovative and challenging university
       for the creative and performing arts in Europe. It has been the leading innovator
       in contemporary arts education in Europe for more than a generation, defining a
       worldwide artistic movement and nurturing some of the UK’s best-known artistic
       talents. It is also a centre of research excellence, particularly in media and
       communication and sociology, as well as being a major national provider of
       teacher education.

3.     Goldsmiths offers students a transformative experience, aiming to generate
       knowledge and stimulate self-discovery through creative, radical and intellectually
       rigorous thinking and practice. Goldsmiths is all about the freedom to experiment,
       to think differently, and to be an individual. It brings creative and unconventional
       approaches to all of its subjects, based on high academic standards of teaching
       and research, supported by its membership of the University of London. The
       National Student Survey results in the last three years confirmed that Goldsmiths
       students were highly satisfied with their overall experience of study at the
       College, especially with the quality of teaching and the intellectual stimulation of
       their courses.

4.     The College has its origins in a Technical and Recreative Institute, founded by
       the Worshipful Company of Goldsmiths in 1891. In 1904, it was established as
       Goldsmiths College by the University of London with the central aim of serving
       the people of South-East London. After amalgamating with the Rachel McMillan
       and St Gabriel's Teacher-Training Colleges in 1977, Goldsmiths became a
       School - then College - of the University of London in 1988 and was awarded a
       Royal Charter in 1990, which set out the objects of the College: ‘to advance
       knowledge, wisdom and understanding by teaching, study, public service and
       research, and to make available to the public the results of such research.’

5.     The Charter granted the College the following main powers in relation to its
       activities as a Higher Education Institution:

                  ‘(1) To provide instruction in such branches of learning as the College
                  may determine, to prepare Students for Degrees, Diplomas, Certificates
                  and other distinctions of the University, to make provision for the
                  advancement, dissemination and preservation of knowledge, and for
                  research, design, development, testing and advisory services, and such
                  other academic activities as are consonant with the objects of the
                  College as stated above;




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Critical Self-Analysis, Goldsmiths, University of London



                  (2) To award Diplomas and Certificates and to make other academic
                  awards to persons who shall have pursued a course of study approved
                  by the College and shall have passed the examinations or other tests
                  prescribed by the College.’

6.     The College comprises fifteen academic departments and three Academic Areas
       (independent Centres) 1 and is located on a single campus in New Cross. The
       College’s academic profile is made up from a distinctive combination of
       disciplines: visual, literary and performing arts; social, behavioural sciences and
       computing; design; the humanities, and educational studies. It employs 1400 full-
       and part-time staff, including the full-time equivalent of 320 academic staff, and
       around 300 professional, support and technical staff. A distinctive feature of the
       staffing is the contribution of around some 500 External Tutors, drawing on their
       expertise as professionals and practitioners, including artists, musicians and
       broadcasters.

7.     The College has a rich and diverse student community from a wide range of
       backgrounds and countries studying at all levels, from access and foundation
       level courses to masters programmes and research degrees. After considerable
       expansion in the 1990s, student numbers in 2006-07 totalled 8553, with 5033
       undergraduate and 2947 postgraduate students, including 1144 international
       students from 131 countries. Around a quarter of students are studying on a part-
       time basis and around 32 per cent of undergraduates aged 30 and above. There
       are also more than 200 students on FE courses in the Department of
       Professional and Community Education.

8.     In addition to providing high-quality teaching, Goldsmiths is a major research
       institution and a member of the 1994 Group of research-intensive universities
       The College currently has nearly 600 research students on MPhil and PhD
       programmes, seven per cent of the overall student body. In the most recent
       Research Assessment Exercise (2001), it built on the significant progress made
       in previous exercises: Media and Communications, and Sociology Departments
       achieved the top 5* rating; Anthropology, Design, English, Music, and Visual Arts
       each received a rating of 5.

9.     Goldsmiths is characterised by the quality, commitment and enthusiasm of its
       staff and students. By bringing together learning, teaching and research in a
       diverse range of disciplines, the College community seeks to develop new
       insights, new ways of practising and thinking about many dimensions of what it is
       to be human. Goldsmiths’ strength as an institution comes predominantly from
       the quality and creativity of its staff and from the broad range of disciplines
       brought together in a relatively small, single-campus institution, which has
       allowed it to develop a rich and exciting interdisciplinary approach.

10.    As a provider of a wide range of higher education provision, the College is
       subject to a significant degree of external scrutiny and accountability. The
       College was the subject of QAA Audits in 2002 and 2005, with three
       Developmental Engagements during 2003-2004, and received in the Institutional
       Audit of 2005 the judgement of ‘broad confidence’ in the current and future
       management of quality and standards of its provision of higher education.

1
   Anthropology, Computing, Design, Drama, Educational Studies, English and Comparative
Literature, History, Media and Communications, Music, Politics, Professional and Community Education
(PACE), Psychology, Sociology, Visual Arts, Visual Cultures, Centre for Cultural Studies, Language
Studies Centre and Constance Howard Resource and Research Centre in Textiles.



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Critical Self-Analysis, Goldsmiths, University of London



       Significant changes and progress have been made since then which have
       addressed the recommendations of the audit, primarily in relation to strategic
       planning and decision-making, with the implementation of a new committee
       structure and annual planning process, in the context of the development of a
       new College Strategy under the new Warden, Professor Geoffrey Crossick,
       appointed in 2005.

11.    In 2006, Goldsmiths also received endorsement that its provision for research
       students satisfied the requirements of the QAA Code of Practice, as part of the
       national QAA Special Review of Research Degree Programmes. Many of its
       programmes have achieved recognition by research councils such as the ESRC
       and AHRC, and accreditation by professional, statutory and regulatory bodies.

12.    The College has an active Students’ Union, which is not only an important
       provider of facilities for the student community but is a partner in improving and
       developing the student experience. This relationship with the Students’ Union
       contributes to the enhancement of the quality of learning and teaching, by
       encouraging students to engage with the learning process and by having a voice
       in the decision-making process through representation on committees at all
       levels. The Students’ Union also has a vital role to play in providing opportunities
       through extra-curricular activities, such as the volunteering scheme, helping
       develop the wider transferable skills that can enhance students’ employability.
       The Students' Union’s formal relationship with the College has been clarified by
       the recent review of governance structures prompted by the Charities Act (2006)
       and the new Articles of Governance have already been approved with effect from
       2008-09 by the College Council and student referendum.

13.    Goldsmiths is the lead College for the University of London External System for
       Computing and English provision. With over 3,500 students globally, it is (after
       the LSE), the second largest single College provider in the system and is
       exploring ways of building on this. While the College's formal collaborative
       provision is currently limited to partnerships with two institutions (in Berlin and
       Bern) that offer the Postgraduate Diploma in Art Psychotherapy as an award of
       the College, the College has a wide and growing range of collaborative links with
       local, regional and international institutions from arts and creative enterprise
       management in South-East London to media and communications in China.

The University of London context

14.    The College is a constituent part of the University of London, which is a
       federation of 20 separately incorporated, self-governing, directly funded colleges,
       together with a range of central academic activities. As a College of the
       University of London, Goldsmiths has its own Charter and Statutes, but is
       required to operate also in accordance with the Statutes and Ordinances of the
       University. Under powers devolved by the University, the degrees offered by the
       College are awards of the University of London, but the College administers the
       process whereby undergraduate and taught postgraduate programmes are
       introduced and withdrawn, taught and examined. Each College is responsible for
       the standard and quality assurance of its provision leading to the University’s
       awards, within a collectively agreed framework. In a small number of areas, the
       University of London maintains a measure of control, such as promotions to
       Reader and Professor and examinations of research degrees.

15.    Each College is required to provide to the University on an annual basis a set of
       documentation to include quality assurance procedures, and the Ordinances


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Critical Self-Analysis, Goldsmiths, University of London



       require such procedures to have regard for the QAA Code of practice for the
       assurance of academic quality and standards in higher education. An annual
       report to the University Senate allows the opportunity at a federal level for the
       dissemination of good practice and reinforcement of the principle of shared
       standards across Colleges.

16.    The College benefits from services provided federally including the University
       Library, Careers’ Services, Intercollegiate Halls of Residence, Accommodation
       Office, the School of Advanced Studies and the University of London Union.

17.    The College is a very committed member of the University of London community
       and the Warden has been actively involved in promoting changes to its
       constitution and governance that will enable it to move forward into a new and
       dynamic phase to meet the challenges of the rapidly transforming Higher
       Education sector. The new constitutional arrangements for the governing body
       and the clarification of relationships between the Colleges and the central
       services usher in a new era for the federal University, at the same time as
       enabling Colleges to pursue their individual missions.

18.    As with other Colleges of the University, the application for Degree-Awarding
       Powers is seen as a means to secure the long-term future of the institution. In
       addition, the granting of such powers should enable Goldsmiths to undertake
       complementary activity to meet certain aspects of the College’s mission,
       particularly in relation to the growth of partnerships and collaborations.



A        GOVERNANCE AND ACADEMIC MANAGEMENT

Mission and strategic direction

19.    A new Goldsmiths Strategy has been developed under the leadership of the
       Warden, articulating the Mission, Values and Strategic Aims approved by Council
       in December 2005. The Mission and Values were developed through the
       rebranding project, incorporating extensive research and consultation with
       students, staff, alumni and stakeholders. The Strategic Aims were developed to
       reflect the emerging Mission and Values and were the subject of consultation at
       Warden’s Advisory Group, Academic Board and Council. The key messages in
       the updated Strategy were also communicated to all staff by a personal letter
       from the Warden in October 2006 and at the Warden’s termly Open Meetings
       during 2006-07.

20.    The Goldsmiths Mission states that:

                  ‘We offer a transformative experience, generating knowledge and
                  stimulating self-discovery through creative, radical and intellectually
                  rigorous thinking and practice. ‘

21.    The research undertaken for the College’s rebranding exercise confirmed that the
       College’s reputation for innovation and new thinking is based on the real depth of
       interdisciplinary work which its departments and specialist centres are
       undertaking, and on the achievements of its students, both during their time at
       Goldsmiths and in their subsequent careers. The project included events on
       campus, presentations, regularly updated information via the web and


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Critical Self-Analysis, Goldsmiths, University of London



       publications, such as Staff Hallmark and culminated in the adoption of a strong
       and distinctive brand.

Goldsmiths Strategy and Aims

22.    The Goldsmiths Strategy aims to communicate simply and directly the challenges
       facing the College and the Senior Management Team’s vision of the priorities for
       addressing them. It includes eleven Strategic Aims that cover the whole breadth
       of the College’s activity and ensure that it has a mechanism for setting and
       monitoring focused and realistic plans across all these areas:

                      Growth and Development;
                      Research;
                      Learning and Teaching;
                      Student Experience;
                      Equality and Diversity;
                      Business and Community;
                      Finance;
                      Infrastructure;
                      Human Resources;
                      Communications, Alumni and Stakeholders;
                      Management and Administration.

23.    The College’s Strategic Plan sets out detailed objectives and targets associated
       with each aim, which are updated through the annual planning process. For key
       strategic areas there are more specific and detailed Strategies covering, for
       example, Learning, Teaching and Assessment, Student Experience, Research,
       as well as those relating to the infrastructure - Finance, Estates, Human
       Resources and Information.

24.    While all aims are important, certain aspects of the strategy in the first phase of
       this plan have been given priority as being critical to the College’s sustainability
       as an institution. The College’s Financial Strategy, which was the first to be
       developed, sets ambitious targets for growth. Whilst it acknowledges that there is
       increased competition for both home and international students, it concludes that
       there is a realistic prospect of meeting the student number targets that have been
       set because of the College’s high reputation and the successful recruitment
       patterns of the last two years.

25.    Goldsmiths provides a significant number of popular high-quality academic
       programmes in areas of growing demand, and is continually looking to create
       new and innovative provision. Its approach provides a strong foundation from
       which to build further success in both home and international recruitment. In
       2006-07, the College carried out a Portfolio Review with a particular focus on
       postgraduate programmes, monitoring recruitment to and viability of smaller
       programmes. The review made several recommendations to inform the strategic
       planning process in Departments.

26.    There is also a renewed emphasis within the College on the need to capitalise
       better on its research strengths by rapidly increasing research grant and contract
       income; the strengthening of the Research Office together with a refocused
       Business Development Office is intended to support enhanced performance in
       this area.




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Critical Self-Analysis, Goldsmiths, University of London



27.    The Goldsmiths Strategy and Strategic Plan are updated annually, reporting on
       progress and developments in relation to the Key Performance Indicators.
       Departmental planning and progress reporting is also organised and structured
       around the Strategic Aims. Responsibility for these Aims is explicitly aligned with
       the committee system.

Governance

28.    Council is the executive governing body of the College, with a majority of
       independent members, and carries responsibility for ensuring the effective
       management of the institution and for planning its future development. Taking
       into account the powers of Academic Board in relation to academic matters, it
       has ultimate responsibility for all the affairs of the College. The powers and
       responsibilities of Council are prescribed by the College's Statutes, together with
       the roles and responsibilities of the Warden and Pro-Wardens.

29.    Council is responsible for the overall strategy and policy direction of the College,
       taking account of the recommendations of Academic Board and Council and their
       subsidiary bodies. It is also responsible for ensuring that the College is financially
       robust and that it meets its targets and objectives. A Review of Council was
       carried out in the autumn term 2003 with a report and recommendations agreed
       at its meeting on 10 December 2003. This led to the definition of a series of high-
       level strategic responsibilities reserved to Council (minor revisions to which were
       agreed by Council in June 2006 and June 2007). These are set out in the
       Corporate Governance section of the Financial Regulations.

30.    Another result of the review was the introduction of a more transparent procedure
       for recruiting independent Council members and the first appointment under this
       procedure was made with effect from September 2005. In common with most
       Higher Education Institutions, the members of Council at Goldsmiths are
       recruited with a range of experience, skills and backgrounds in order to ensure a
       balance of interest, expertise and public accountability. The membership
       categories are established in the Statutes and may only be changed with the
       agreement of the Privy Council. Further enhancements to the appointments
       procedure were put into place in 2007, following a review by the Nominations
       Committee and Council.

31.    The Council's authority is granted by the Charter and Statutes, which brought the
       College into existence. The College Charter and Statutes were reviewed by
       Council in Autumn 2006 and approved by the Privy Council in the following May,
       to take effect in September 2007. The principal areas addressed included
       changes to the composition of Council (including in particular those arising from
       the 2003-04 Review of Council), and updating, clarifying and augmenting
       references to named senior officers of the College.

32.    The membership, functions, powers and duties of the Council and the Academic
       Board are detailed in the Statutes and Ordinances (and in the reserved powers of
       Council in the Financial Regulations). Both bodies are assisted by a number of
       committees (see Appendix 2). The committee structure is derived from the
       delegated powers of Council and Academic Board. The current committee
       structure was introduced in 2006-07 as the result of the Committee Review
       carried out during 2004-05 and 2005-06. This involved a streamlining and
       realignment of the committee structure with the College’s Strategic Aims, so that
       each committee would be responsible for developing and monitoring the delivery
       of a key part of the Strategic Plan.


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Critical Self-Analysis, Goldsmiths, University of London




33.    Under this new structure, the main role of most committees is to contribute to the
       formulation of the Strategic Plan to deliver that part of the College’s Strategic
       Aims and to monitor the implementation and effectiveness of actions taken
       through the relevant officers and offices responsible.

34.    The main committees reporting to the Academic Board, responsible for the
       academic activity of the College and its awards, are the Learning and Teaching
       Quality Committee, the Student Committee, and the Research and Knowledge
       Transfer Committee. Supporting the proper function of the Council in relation to
       governance are the Audit Committee and the Finance and Resources
       Committee, to which other committees concerned with, for example, Estates,
       report (see Appendix 2).

35.    Council is responsible for ensuring that Goldsmiths complies with legislative
       requirements and that it meets its duties in relation to these. The Equality and
       Diversity Committee, reporting to both Academic Board and Council, considers
       strategic planning and policy development matters relating to equality and
       diversity and monitors the delivery of aspects of approved College strategy
       relating to equality and diversity and fulfilment of the College’s legal obligations.

36.    Goldsmiths is committed to equal opportunities and seeks to maintain an
       environment that encourages all its members to contribute fully and on an equal
       basis to both the work and the life of the College. The Equal Opportunities Code
       of Practice outlines the ways in which the College aims to achieve this. It includes
       information about recruitment of staff, the employment environment, promotion,
       and grievance procedures and a section of the Code relates specifically to
       students.

37.    The College’s Race Equality Policy and action plan were approved in December
       2002 and the Equality and Diversity Committee reports annually on progress to
       Council. The Disability Equality Policy was approved by Council in December
       2006 and much work has been done on providing guidance to staff on meeting
       the needs of Students with Specific Learning Difficulties and Disabilities.
       Following extensive consultation, including a staff survey, the College’s Gender
       Equality Scheme was put in place by April 2007and its action plan will also be
       reviewed annually.


Leadership and management

38.    The Warden is the principal academic officer of the College, responsible to
       HEFCE as Executive Officer and is chair of the Academic Board. In these
       functions, the Warden is supported by a Senior Management Team, consisting of
       three Pro-Wardens, who are members of staff holding office on a four-year termly
       basis, and by the Registrar and Secretary and the Director of Finance, who
       occupy permanent staff positions.

39.    In September 2006, the Senior Management Team – previously an advisory body
       to the Warden - was given formal terms of reference, relating in particular to the
       delegation by Council and Finance and Resources Committee of specific
       strategic planning and budgetary responsibilities, formalising the roles it had
       exercised in practice in previous years.




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Critical Self-Analysis, Goldsmiths, University of London



40.    The Pro-Wardens provide leadership and management in relation to the strategic
       areas for which they are responsible and chair or sit on key committees as
       appropriate. The Pro-Warden (Academic) leads on academic developments and
       has responsibility for the oversight of academic quality and standards. The Pro-
       Warden (Student and Learning Development) has responsibility for strategic
       development of learning and teaching and the student experience, with close
       links to the Goldsmiths Students’ Union, and the Pro-Warden (Research and
       Enterprise) has strategic responsibility for research, business development and
       third stream activities.

41.    In addition, each Pro-Warden has strategic leadership and management of a
       group of academic departments, holding regular meetings with Heads of
       Department and contributing to and advising on departmental strategy and
       management, particularly in relation to the planning process.

42.    The Warden, Pro-Wardens and Heads of Academic Departments meet as a
       group on a regular and scheduled basis as the Warden's Advisory Group. These
       meetings act as a valuable sounding board for new ideas and the consideration
       of possible developments prior to their introduction into the formal decision-
       making structures at Academic Board or Finance and Resources Committee. The
       Warden and Pro-Wardens are in turn assisted in general policy implementation
       and management of the College by the various heads of academic and
       administrative departments and offices.

43.    Heads of Department are responsible for the academic leadership and
       management of their departments and chair the Departmental Board. The Board
       advises the Head of Department on matters concerned with the management of
       the Department, such as planning and resourcing, students and teaching,
       examinations, quality assurance, research and the organisation of the
       department. Departmental Boards, through the Head of Department also advise
       the Academic Board on academic developments, appointment of External
       Examiners and can make recommendations to the Academic Board.

44.    In 2006 the College decided, in the light of a review of administrative services, to
       create a largely unitary administration. This was facilitated by vacancies in two of
       the former senior administrative posts; the new Registrar and Secretary took up
       office in April 2007. The creation of a unitary administration has helped to
       address issues of communication in the delivery of services to support the
       College’s academic activities, and will provide more efficient and effective
       services by removing some of the organisational barriers that had existed
       hitherto. The Registrar and Secretary will also play a more explicit role than his
       predecessors in developing the College’s broader strategic aims and supporting
       their achievement.

45.    The new Registrar and Secretary has initiated a process of service renewal and
       development. This will build upon work already undertaken by specific service
       reviews and will aim firstly to establish efficient and effective services to the
       College, with a focus on the needs of service users, and secondly to reconfigure
       services where necessary to achieve economies of scale or improvements in
       service delivery and standards. This process will draw upon lessons learnt
       elsewhere in higher education (both in the UK and internationally) and will
       engage where appropriate with the shared services agenda of the UK
       government and the HEFCE.




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Critical Self-Analysis, Goldsmiths, University of London



Strategic planning

46.    Since 2005, an integrated approach to governance and strategic planning has
       been adopted, with changes both to the committee system and to the planning
       process. A significant amount of work was undertaken during 2005-06 to revise
       and improve College and Departmental planning processes. A residential
       conference for heads of departments (academic and administrative) and open
       meetings for staff were held to launch the revised planning process in autumn
       2005 with follow-up briefing meetings in autumn 2006.

47.    The Strategic Aims provide the framework for all planning and resource allocation
       decisions. In 2005-06 and 2006-07, Departmental plans, both academic and
       support areas were produced in relation to these strategic aims. Informed by the
       College’s Financial Strategy, Senior Management Team (SMT) took decisions on
       the proposed plans, identifying the activities that most needed to be supported,
       and allocating resources appropriately. These decisions then informed the
       budget-setting process.

48.    The new planning process is intended to enable the coordination and alignment
       of academic departmental plans with those of support departments and will
       enhance the College’s ability to plan strategically in an integrated way for the
       resource needs for learning and teaching. Since the 2005-06 departmental
       planning round, proposals for new programmes have been included in academic
       department’s annual plans, and SMT considered these in the light of strategic
       and resource criteria, following which the academic case is considered for
       approval by the Programme Approval and Review Sub-Committee (now
       Programme Scrutiny Sub-Committee).

49.    The Learning and Teaching Quality Committee, of which the Director of IT
       Services and the Librarian are members, has as part of its terms of reference the
       remit to consider learning resources, which through the Learning Teaching and
       Assessment Strategy feeds into the strategic planning process.

50.    Risk analysis is an important part of the strategic planning process and is
       undertaken at departmental and institutional level. At institutional level, the
       Strategic Risk Register identifies major risks related to the College’s core
       activities and this is discussed and monitored regularly by SMT and Internal
       Audit. The programme of reviews by Internal Audit is strategically linked to areas
       identified through this process. Departmental risk statements are being
       developed and considered by SMT as part of the annual departmental planning
       round, and the risks identified therefore relate directly to the Strategic Aims.

51.    The Council has the responsibility of ensuring the effectiveness of the risk
       management process and is supported by Audit Committee, which considers
       reports from the Internal and External Auditors. The Audit Committee’s oversight
       of risk management is becoming more active as their remit is strengthened in
       relation to governance. The link between quality assurance and governance is
       also being promoted by the recent restructuring to create the Quality and
       Governance Office.

Communication with staff and students

52.    An essential part of the development of the new Goldsmiths Strategy and the
       highly successful re-branding exercise was the involvement of staff and students
       in the process. Equally, the implementation of the new approach to Strategic


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Critical Self-Analysis, Goldsmiths, University of London



       Planning has depended on its successful communication with the departments
       and staff involved and more staff development work on this is planned. The
       College website has been redesigned and relaunched as a result and is the
       source of most information about the College. It has also been an essential
       dissemination tool in relation to other new developments: extensive resources
       and information on governance and the committee structure have been
       developed, including a dedicated website for Council members. The development
       of communication through the website is a key part of the College’s new IT
       Strategy.

53.    The Warden has introduced termly Open Meetings with staff and with students, in
       conjunction with the Students’ Union. These have been well attended and
       provide an opportunity to discuss and gain feedback on the College’s strategic
       developments. In addition, the Warden is available to talk to any member of staff
       at designated times.

54.    Apart from the formal communication through the committee structure, a range of
       forums and networks enables professional and support staff to discuss and be
       consulted on policy developments: for example, the Registry meets regularly with
       Departmental administrators, as does the Quality and Governance Office; there
       is a Student Support Forum for all those involved in providing student services
       with the Senior Tutors and a network for Admissions Tutors. Departmental
       Examinations Officers also meet regularly with the Examinations Office for
       briefing. A recent development has been the launch of the Goldsmiths
       Administrators’ Forum, which provides an opportunity for networking, information
       sharing and staff development for all in administrative and professional support
       roles.

Information for staff
55. Internal Communications oversees the production of core communication tools
      that provide staff with accurate information to support them in their roles. Well-
      established tools include the global e-mail messages for all staff – gcinfo. The
      Department, in conjunction with the Web Team, manages the Events diary, the
      Staff Noticeboard, and the 'Latest news from Goldsmiths' box on the internal web
      site for staff, Staff Gold. Staff Gold acts as a doorway to a variety of College and
      departmental information and links to all the College's strategies, policies and
      codes of practice. It also publishes handbooks and directories, such as the
      Registry Directory and Information Technology Services Handbook.

56.    Information about College activities and developments are also communicated
       through the Staff and Research Hallmark newsletters, which have been recently
       redesigned as part of the rebranding exercise. Future developments will entail
       Internal Communications working closely with IT Services in the development of
       a staff.gold intranet, as well as collaborating with Staff Development to ensure all
       new staff joining Goldsmiths receive a positive and informative first experience,
       and an online staff induction programme is currently being designed.

Communicating with students
57. Since 2005, email has been the primary communication medium with students
    apart from their face-to-face contact in their Department. Students are allocated a
    College e-mail address on registration and are strongly encouraged to use it to
    receive regular and accurate e-mails, specific to their year group or degree
    cohort. The ‘Batch Messaging System (BMS)’ has been developed by staff in IT
    Services, in collaboration with Internal Communications, as a means of sending
    e-mails to students individually, or by programme, or department. This has been


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Critical Self-Analysis, Goldsmiths, University of London



       invaluable for informing students about College developments and for specific
       reasons, for example such as in contacting final-year undergraduate students
       about the National Student Survey or during the 2006 industrial action.

58.    The system is also used to send information to all students in the College, though
       these messages will be sent through a 'gatekeeper', so that only appropriate
       messages are sent. Guidelines and protocols for sending bulk e-mails to the
       whole student body have also been developed. In addition, plasma screens in the
       Library and log-on screens on computers have been very effective in getting
       messages across to students. The Virtual Learning Environment – learn.gold - is
       increasingly becoming a contact medium for students on particular programmes
       and the Students Union is beginning to exploit the potential of software such as
       Facebook and Myspace that are widely used by students.

59.    In addition to web-based information, there is also a wide range of student
       publications, from Information for Students to the regular newsletter, Student
       Hallmark, and departmentally produced student handbooks, for which there is a
       College template, to promote consistency of information provided to students.


B        ACADEMIC STANDARDS AND QUALITY ASSURANCE

60.    Goldsmiths’ approach to the management and assurance of academic quality
       and standards is based on an institution-wide shared ethos of professional
       concern for the quality of teaching provision and student learning opportunities.
       While the academic departments are most directly responsible for the quality of
       teaching provision, all areas of the College underpin and support this provision
       and together contribute in to the overall learning experience of the student.

61.    More specifically, there are College policies and procedures for assuring the
       standards of its academic awards and quality of learning opportunities. At
       College level there is a system of quality assurance processes that all
       Departments should be operating consistently and reporting on to the College via
       appropriate offices and committees. Departments support and supplement these
       with additional arrangements in response to student need, as appropriate to their
       particular discipline or professional accreditation requirements.

62.    Formal responsibility for the oversight of academic standards and the quality of
       learning opportunities is located with the Academic Board, which is responsible
       for the academic work of the College. Much of the detailed work is delegated in
       the new committee structure to the Learning and Teaching Quality Committee,
       chaired by the Pro-Warden (Students and Learning Development). The Pro-
       Warden (Academic), who has formal responsibility for quality and standards
       assurance, is also a member of the Learning and Teaching Quality Committee.
       Heads of Departments are responsible for the quality of teaching provision and
       the student learning experience in their Departments, together with Departmental
       Boards, reporting to Academic Board. The Head of Quality and Governance and
       the Quality and Governance Office are responsible for ensuring that there are
       appropriate and robust mechanisms for the assurance of quality and standards
       and that the College and its Departments are operating these effectively.

63.    The College’s approach to quality assurance and enhancement, set out in the
       Learning, Teaching and Assessment Strategy, is informed by the following
       principles and values:


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Critical Self-Analysis, Goldsmiths, University of London




                 that its quality assurance procedures promote rather than impede the
                  enhancement of practice;
                 that it is predicated on trust in colleagues as reflective practitioners;
                 that students should be partners in the processes of quality assurance
                  and enhancement;
                 that externality will be incorporated wherever appropriate;
                 that it engages positively with external reference points and sources of
                  good practice;
                 that it will be reviewed periodically to ensure it is fit for purpose.

64.    The College’s Quality and Standards Framework aims to ensure that the College
       has appropriate policies and processes to assure the standards of its awards and
       the quality of learning opportunities and to support the enhancement of learning
       and teaching through the Learning, Teaching and Assessment Strategy. The
       Framework aims to encompass all students studying with the College, from part-
       time access courses through to research degrees and applies to all provision,
       including collaborative provision and partnerships. The Framework also aims to
       enable the College and academic departments to evaluate the effectiveness of
       their Learning, Teaching and Assessment.

65.    The key elements of the Goldsmiths Quality and Standards Framework are:

                     a supportive but rigorous programme design and approval process,
                      Annual Programme Review and Periodic Programme/Departmental
                      Review, which are informed by the QAA Academic Infrastructure,
                      external peers and stakeholders;

                     A regulatory framework to assure the standards of the awards that
                      takes account of the QAA Academic Infrastructure, in particular the
                      Framework for Higher Education Qualifications and requirements of
                      other public and statutory regulatory bodies as appropriate;

                     The articulation of explicit standards, in terms of the levels of
                      academic attainment used to describe and measure the academic
                      requirements and achievements of students, that are communicated
                      clearly to students and other stakeholders;

                     An effective process of examinations and assessment overseen and
                      informed by External Examiners and a system for ensuring the
                      consistency of the awarding process and for monitoring the
                      comparability of standards;

                     An effective system of student feedback that not only helps to
                      monitor the quality of their learning experience but encourages them
                      to engage in the learning process and contribute to the
                      enhancement of learning opportunities;

                     A strategic planning process and governance and committee
                      structure that facilitates the appropriate allocation of resources for
                      learning and teaching and student support to maintain standards
                      and improve the quality of learning opportunities;




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Critical Self-Analysis, Goldsmiths, University of London



                        A system of management information, to provide data (both external
                         and internal) to support the monitoring and maintenance of
                         standards and quality assurance and enhancement processes.

66.    The means by which the College’s quality assurance systems are monitored,
       evaluated, developed and improved is primarily through the work of the Quality
       and Governance Office in developing and implementing the Quality and
       Standards Framework, which contributes to the College’s Learning, Teaching
       and Assessment Strategy. Key to this has been the establishment of the
       Learning and Teaching Quality Committee.

67.    By bringing learning and teaching and quality management under the oversight of
       one committee, it is intended that these links are more firmly made, for example
       by ensuring the output from Annual Programme and Periodic Programme
       Reviews feeds into enhancement at a strategic level. During its first year, the
       Committee has led the development of the new Learning, Teaching and
       Assessment Strategy.

68.    The role of the Committee is to inform and approve the Learning, Teaching and
       Assessment Strategy and associated objectives and action plans and to receive
       reports on how these are being implemented. The Pro-Wardens and officers
       concerned, specifically the Head of Quality and Governance, as the Secretary of
       the Committee, and the Head of the Learning and Teaching Office are tasked
       with overseeing and monitoring implementation of the quality management and
       enhancement activities in the plan.

69.    As part of the above, the Committee is responsible for the Quality and Standards
       Framework, receiving reports on key aspects of academic standards and quality
       assurance, such as programme approval and review, regulatory matters, external
       accreditation and audits.

70.    Reporting to the Learning and Teaching Quality Committee are the following sub-
       committees, providing detailed attention and scrutiny to particular areas and
       advising and making recommendations to the main Committee:

                       The Programme Scrutiny Sub-Committee considers in detail the
                        academic case for new programmes, amendments to programmes
                        and courses and closure of programmes;

                       The External System Sub-Committee is responsible for oversight of
                        those programmes provided through the University of London External
                        System and has colleagues from the External System in attendance;

                       The Graduate School Board, which replaces the Postgraduate
                        Research Committee from autumn 2007, has oversight of research
                        degree provision, with the establishment of the new Graduate School.

                       The College Board of Examiners is the parent body of all examination
                        Sub-Boards, responsible for ratifying results (until 2008). Following the
                        review of College Board of Examiners, detailed work on standards
                        issues will from 2007-08 be the responsibility of the new Standards
                        Scrutiny Sub-Committee.




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Critical Self-Analysis, Goldsmiths, University of London




Departmental structures for management of quality and standards

71.    Departmental Boards and their subcommittees play a key role in operating the
       policies and procedures agreed by the College for the assurance of quality and
       standards through a continuing process of reflection and review. Every
       department has a Departmental Learning and Teaching Committee whose main
       responsibility is the development and implementation of their Departmental
       Learning, Teaching and Assessment Strategy. They consider issues and
       concerns raised by students through both formal and informal channels, review
       the curriculum, teaching and assessment strategies of programmes and report
       through Annual Programme Reviews. The Chairs of the Departmental Learning
       and Teaching Committees work closely with the College’s Learning and Teaching
       Office and members contribute to strategic projects and initiatives in learning and
       teaching.

72.    The relationship between the College Learning and Teaching Quality Committee
       and the Departmental Learning and Teaching Committees is established through
       membership of academic staff on the College committee, the sharing of
       information, such as minutes, papers and consultations, and by their contribution
       to the development of the College’s Learning, Teaching and Assessment
       Strategy and their own Departmental Learning and Teaching Strategies. From
       2007-08, Departmental Learning and Teaching Committees will also report
       formally to the College Learning and Teaching Quality Committee.

73.    Oversight and response to issues raised by students and External Examiners is
       in the first instance the responsibility of the Department – the Head of
       Department, the Departmental Board and the Department’s Learning and
       Teaching Committee. The expectation is that issues should be resolved quickly
       and directly by those immediately involved. Course, Personal and Senior Tutors
       provide the first line of support and responses to issues raised by students. It is a
       strength of the College, as has been evidenced both in internal and external
       reviews, that students feel that staff are very approachable and that many issues
       can be successfully resolved without invoking formal procedures.

74.    Any issues that Departments are unable to resolve themselves are passed to the
       relevant office or committee, or to the Quality and Governance Office. The Office
       will also refer issues to relevant offices and committees and assist in trying to
       resolve College-wide issues, track progress and report responses back to
       Departments and their students. The main vehicle for this feedback is through the
       Programme Monitoring process (see below).


ASSURING THE STANDARDS OF AWARDS

75.    The College is confident in believing that its awards are of a high standard and
       are consistent with those made at similar institutions in the UK. External
       Examiners’ reports regularly testify to the high standards attained by Goldsmiths’
       students across a range of academic disciplines. Data from peer institutions has
       also been analysed to confirm that the College’s standards are comparable.

76.    The maintenance of the standards of College awards is assured through the
       regulatory framework, which sets out the requirements for each award.
       Goldsmiths’ regulations are subject to the Ordinances of the University of London
       and take cognisance of the Framework of Higher Education Qualifications,


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Critical Self-Analysis, Goldsmiths, University of London



       Subject Benchmark Statements and requirements of professional, statutory and
       regulatory bodies. This in turn informs programme design, expressed through the
       programme specification, which sets out the standards of achievement for the
       award in terms of the learning outcomes students are expected to achieve.
       These standards inform the assessment regulations and the relevant grading and
       marking criteria. At undergraduate level, consistency of standards across the
       College derives from the common unitised degree structure, the generic grading
       criteria and the formula for calculating classification. Similar consistency is being
       achieved at postgraduate level through the new postgraduate degree framework.

77.    The Academic Board monitors and reflects on examinations processes and
       attainment statistics to ensure a consistent approach to standards and awarding
       mechanisms. In view of the importance which the College assigns to this work, a
       Standards Scrutiny Sub-committee will operate from 2007-08 to enable this work
       to be undertaken in greater detail.

Regulatory framework

78.    The regulatory framework for the College’s programmes of study is contained
       within the General Regulations for students, and the regulations for programmes
       of study. Following recommendations from the Continuation Audit, a single
       regulatory and assessment framework for undergraduate degrees was
       implemented for undergraduates entering in 2005-06.

79.    Generic Grading Descriptors have been introduced for all undergraduate
       programmes, onto which subject-specific criteria can be mapped, in order to
       promote harmonisation of practice and standards, as well as transparency.
       These describe the qualities of work within grading bands, using the full range of
       marks from 0-100, in relation to achievement of learning outcomes. Generic
       Grading Descriptors at Masters level, together with the means of calculating
       ‘merit’ and ‘distinction’ at Masters level, were approved by the Academic Board in
       May 2006.

80.    In an institution where interdisciplinarity is so highly valued, students from one
       programme should be able to take appropriate individual courses from another
       and to facilitate this the College is moving towards an agreed framework of
       programme structure, regulations and assessment for taught postgraduate
       students. Once implemented, all taught postgraduate programmes will be
       expected to conform to the standard model. This was approved by Academic
       Committee and Academic Board in 2005, with the intention at that time that the
       implementation of its proposals should be phased in over the period until 2010.
       Progress towards meeting the 2010 target has been slow, and it is now planned
       to work with groups of departments with a view to migrating most programmes to
       the new framework by 2009-10. The new postgraduate framework will also
       facilitate the comparison of standards across programmes.

81.    Moving to a fully credit-based framework is under consideration in the light of the
       Burgess Report. Although undergraduate programmes are not currently credit
       based, they can easily be mapped onto such a structure as they are already
       unitised (equivalent to 4 x 30 credit points per year), and implementation of a
       similar undergraduate framework in keeping with the Burgess proposals would be
       relatively straightforward.

82.    Student regulations are regularly reviewed: at the June 2007 meeting of the
       Academic Board proposals for revisions to the assessment regulations, including


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Critical Self-Analysis, Goldsmiths, University of London



       one to implement a consistent ‘tariff’ of penalties for plagiarism across the
       College were approved, as were revised regulations concerning student
       complaints and disciplinary matters.

Examinations and assessment

83.    The importance of assessment in student learning is stressed by its inclusion in
       the College’s Learning, Teaching and Assessment Strategy. External Examiners’
       exhortations to use the full range of marks have been taken seriously, and from
       the annual analysis of their reports, it can be seen that this is having some effect.
       However, a debate at a more fundamental level about the nature and
       methodology of assessment is the subject of a major project on assessment
       practice co-ordinated through the Learning and Teaching Office. This includes a
       project on feedback on assessment, which had been identified as an issue both
       through internal feedback systems and the National Student Survey. The College
       is committed to the use of forms of assessment which are both appropriate for
       testing the extent to which students have met programme learning outcomes and
       which provide candidates with an appropriate range of assessment.

84.    The main point of scrutiny of proposed assessment arrangements at programme
       or course level is by the Programme Scrutiny Sub-Committee, when new
       programmes/courses are submitted or existing ones amended. The College has
       uniform minimum standards for first and second marking and external
       moderation; anonymous marking is employed except where it is impractical (e.g.
       in music and certain other practice-based subjects). Academic staff must
       normally have at least half-time appointments in order to qualify for appointment
       as examiners.

85.    Examinations are governed by the Assessment Regulations and Associated
       Procedures, published annually by the Registry. Other publications are produced
       giving relevant information for chairs of Sub-Boards of Examiners, External
       Examiners and students. The Examinations Office undertakes training for new
       Chairs, examiners, administrators, and, from 2006, invigilators. Separate, tailored
       training sessions are offered to all new Examination Sub-Board Chairs, to
       Departmental Examination Officers and to Departmental Administrators and
       guidance on procedures is set out in handbooks.

86.    The formula for the calculation of the final weighted average mark for
       undergraduate awards has in the past been convoluted and difficult to explain to
       students, which was commented on by External Examiners. With the new
       regulatory framework for undergraduate degrees, a new standard formula has
       been devised for all programmes and efforts are being made to ensure that the
       current formula is presented to students in a transparent and intelligible form.

87.    Following the 2005 Institutional Audit, a review of the College Board of
       Examiners was undertaken with the aim of evaluating how far it was fulfilling its
       terms of reference. It was recommended that the determination of final results
       should more properly be located at the Examination Sub-Board level at which the
       External Examiner is present, but that the role of the Registry representative in
       ensuring the proper interpretation of the regulations would need to be
       strengthened and that the regulations themselves could be made more explicit. A
       new Standards Scrutiny Sub-Committee has been established to look in detail at
       the articulation and clarification of the regulatory framework and to monitor the
       effectiveness of Examination boards in upholding a consistent approach to
       standards across both undergraduate and postgraduate programmes. In addition,


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Critical Self-Analysis, Goldsmiths, University of London



       the Sub-Committee will look at how data can be used to inform the development
       of the standards framework in the College.

88.    In view of the change of culture, and the various practical changes which this
       decision will involve, College Board of Examiners will continue to exercise its
       existing function of confirming Sub-Boards’ results until September 2008,
       allowing time during the 2007-08 academic session to ensure that the necessary
       arrangements are in place.

89.    Examination Sub-Boards are generally serviced by the Departmental
       Administrator with the College’s Examinations Officer or another senior member
       of Registry staff in attendance in an advisory capacity. The decision to abolish
       the College Board of Examiners included the stipulation that such a trained
       senior member of staff should thereafter be present at all meetings of Boards of
       Examiners in order to ensure consistency of practice between different Boards in
       their application of the regulations.

90.    Departmental Examiners provide annual reports to Academic Board on the
       examination process and student performance, including a commentary on
       notable trends in overall performance, analyses of performance by paper, the
       incidence of plagiarism, the role of External Examiners and issues raised by
       them, the evaluation of any innovations and plans for future changes. Until 2006-
       07, a separate report on the examinations process has been prepared for the
       Academic Board by the Registry’s Examinations Officer, and a further digest of
       External Examiners’ reports has been produced for a different meeting of the
       Academic Board. In order to maximise the opportunity for identifying common
       themes from these different reports, it is intended that from the 2007-08 session
       these reports should be combined into a single report.

91.    A significant development in this area has been the introduction of late-summer
       re-examinations for undergraduate students, to aid student progression and
       avoid students having to study for and re-sit failed units over a whole session, an
       issue that had been raised by some External Examiners. These were offered to
       the first year students in the 2005-06 entry cohort and were successful in meeting
       this objective: of the 75 students offered re-examinations upon which their
       progression was dependent, 41 passed and were able to progress. A further 72
       students were offered late-summer re-examinations while already having passed
       sufficient courses to proceed; of these 40 passed. At the June 2007 meeting of
       the Academic Board, it was agreed that they should be adopted permanently and
       that the feasibility of offering re-examinations to postgraduate students also be
       investigated.

92.    A growing number of applications are received from students with disabilities or
       health difficulties for examination concessions such as additional time, the use of
       word processors etc. Arrangements are made in consultation with the student,
       the academic department and Student Support, while at the same time
       preserving standards and equitable treatment between students.




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Critical Self-Analysis, Goldsmiths, University of London



Data in support of quality and standards assurance

93.    The College recognises the importance of accurate and relevant statistical data
       in making planning decisions and in seeking assurance about the standards of
       achievements of its students. During the last two years, officers and committees
       have increasingly sought such data as a means of increasing confidence in
       institutional decision-making.

94.    Data produced in the Recruitment and Admissions Office provides profiles of the
       student population and market environment in which the college operates. Initial
       attention was given to the production of data supporting Home and EU student
       recruitment but attention is now being turned to international recruitment. The
       Registry is working more closely with the Planning Office in search of an agreed
       suite of student statistical data to support institutional decision-making, and it is
       planned to create a small Data Support Team within Registry with a remit to
       produce improved student data at both the admissions and post-enrolment
       stages.

95.    Academic Board receives a detailed report on admissions activity at least
       annually in the autumn term, which gives it opportunity to reflect on major issues
       influencing admissions and recruitment as well as progress reports and papers
       on specific issues at other times.

96.    During 2006-07, work has been undertaken on a standard format for data relating
       to enrolled students, with a view to supporting decision-making both by the
       Senior Management Team and by the Academic Development Committee.
       These show, on a department-wide basis, the numbers of students enrolled, the
       number entitled to enroll but not yet enrolled, and the numbers of withdrawals
       (both temporary and permanent). Regular reports on student withdrawals are
       also analysed at College level to identify any problem areas regarding student
       retention.

97.    As part of the Annual Programme Review process, departments are provided
       with a standard set of data by programme on entry qualifications, progression,
       withdrawals and degree classification, on which they are asked to comment in
       their report. A range of programme, Departmental and College level reports are
       also available. Departments may also request supplementary information to
       enable them to assess their progress with certain strategic aims such as
       widening participation, raising the level of entry qualifications etc. Making the
       data available and supporting academic staff in interpreting and using the data
       effectively has been a challenge and more work is still needed in this area.

98.    Data from the National Student Survey and the Teaching Quality Information
       website is increasingly being incorporated into internal quality review processes,
       such as periodic review and the College has taken an active part in the national
       evaluation of these. The scope and scale of the data supplied is such that much
       resource could be required to exploit it to its full potential. In 2006-07, the Quality
       and Governance Office piloted a digest report provided by a consultant
       statistician of the NSS results by department and this has been found to be
       accessible and useful. Further work on this is planned as the site is relaunched.

99.    As part of the monitoring of consistency of standards, Academic Board considers
       an annual report on class percentage figures over a five-year period, and
       receives data relating to taught postgraduate awards. For the last two years, the
       data on undergraduate awards has been accompanied by data indicating fee-


                                                   21
Critical Self-Analysis, Goldsmiths, University of London



       paying status and mode of study, and in 2005 data relating to national figures for
       subject groups represented at the College, and in 2006 similar data from other
       peer institutions within the University of London. These data indicate that the
       College can be confident in believing that its awards are consistent with those
       made at its peer institutions in the UK.

100. Data are also produced for the Academic Board regarding the numbers of
     students appealing against their final awards, or complaining about aspects of
     provision. The numbers are small but they do appear to suggest that there is a
     consistently disproportionately high number of complaints received by students
     declaring themselves as having a disability, and this will be monitored in future
     years with a view to identifying any recurrent features from such complaints, so
     that these can be addressed.

101. The current student records system has not enabled the step-function of
     improvement in management information, which is essential for both quality
     assurance and planning purposes. As a result, the Senior Management Team
     has made a commitment in principle to provide the necessary resources to
     ensure the system is enhanced or replaced within the next two years.


QUALITY ASSURANCE

102. The operational responsibility for maintaining and monitoring the implementation
     of the College’s Quality and Standards Framework lies with the Head of Quality
     and Governance and the Quality and Governance Office. The Office guides and
     assists both staff and students engaged in operating the College’s systems and
     arrangements for quality and standards assurance. It manages key quality
     assurance processes and student feedback systems, including annual
     programme review, periodic reviews and external audits. The Quality Handbook
     includes detailed guidance on all of these policies and procedures for staff to use
     and is available on its website. The Office runs training sessions for Programme
     Monitors and on quality assurance through the Staff Development Office.

103. In 2006-07 SMT approved the bringing together of the Quality and Governance
     Office and the Secretariat into one unit, recognising the strategic links between
     quality management and good governance. This move was also intended to
     promote the effective implementation of the new committee structure upon which
     these rest. Synergies between the roles of Internal Audit and quality assurance
     are also being actively explored, particularly in relation to periodic reviews.

104. The Office works closely with academic and administrative departments across
     the College, particularly the Learning and Teaching Office and the Registry, as
     well as with the Students’ Union. The Head of Quality and Governance is a
     member of, or in attendance at, all major College committees concerned directly
     with academic policy and standards and provides a quality assurance and
     enhancement perspective on a wide range of College activities. The approach
     has been to emphasize the key role of quality assurance in the enhancement of
     teaching and learning on the one hand, and to reinforce the Office’s scrutiny of
     the departmental operation of College processes on the other. Regular meetings
     to facilitate this are held with Departmental Administrators.




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Critical Self-Analysis, Goldsmiths, University of London



Student involvement in quality assurance

105. Student feedback is an integral input to the quality assurance process and this is
     collected via several routes: programme monitoring committee meetings with
     student representatives; course evaluation forms and by student representation
     on departmental and College committees. The Quality and Governance Office
     works closely with Goldsmiths Students’ Union (GSU) in ensuring that student
     feedback mechanisms are working effectively, e.g. in relation to recruiting and
     training student representatives. The National Student Survey has also provided
     another important source of feedback and the Office works very closely with the
     GSU to ensure a good response rate: in 2007, Goldsmiths achieved an overall
     return rate of 62 per cent, 3 per cent higher than the national average and all
     subject areas except one reached the threshold.

106. It is recognised that ensuring effective and meaningful student engagement in the
     quality and enhancement of the learning and teaching process is a challenge for
     the institution and for the Students’ Union. The partnership between the GSU and
     the College has been considerably strengthened in recent years with the
     establishment of dedicated staff in the Students’ Union with responsibility for
     academic affairs and the introduction of regular meetings between the Students’
     Union and the Quality and Governance Office to monitor and develop systems
     and mechanisms for student feedback. Joint projects have included a
     Postgraduate Student Survey and piloting changes in the programme monitoring
     system (see below).

Internal approval, monitoring and review procedures

107. The key components of the quality assurance framework at Goldsmiths are:

                     Programme Approval
                     Student feedback via Programme Monitoring Committees and
                      Course Evaluation
                     External Examiners’ reports
                     Annual Programme Review
                     Periodic Programme / Departmental Review

Programme approval
108. The programme approval process is designed to ensure that proposed new
     programmes are considered for approval in the light of both academic and
     resource criteria. In 2007, the process was clarified by SMT to ensure a better fit
     with the new planning process. The Pro-Warden (Academic) has responsibility
     for academic developments and discusses plans for programmes with
     departments in the light of the overall College portfolio and strategic aims.

109. If it is considered appropriate to develop the proposal further the department will
     be requested to draw up a more detailed outline of the programme, with
     projected costings and income, supported by market information, presented on a
     Programme Resource Form. These are submitted to the SMT for consideration
     within the departmental plan as part of the annual planning round. Should
     resources be allocated by SMT for the programme, the Department will prepare
     the academic case, including programme specification, course outlines and
     external readers’ reports for detailed consideration by Programme Scrutiny Sub-
     Committee.




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Critical Self-Analysis, Goldsmiths, University of London



110. The Programme Scrutiny Sub-Committee (PSSC) has the specific remit of
     scrutinising new programme proposals, amendments to existing programmes,
     new courses and changes to existing courses, as well as considering
     arrangements for programme closures. The responsibility for academic approval
     lies with the Learning and Teaching Quality Committee (LTQC), which considers
     and approves new programmes on behalf of Academic Board, on the
     recommendation of the PSSC. A description of the approval process is included
     in the Quality Handbook and detailed guidelines are available in the Programme
     Approval Handbook, which is updated regularly.

111. In developing new programmes for approval or making significant amendments,
     academic staff are given reference points to the Framework for Higher Education
     Qualifications, relevant Subject Benchmark Statements and requirements of
     PSRBs. They are supported by advice from the Assistant Registrar (Programme
     Development) and the Head of Quality and Governance as appropriate.

Programme monitoring
112. This process forms an important part of the College’s quality assurance and
     enhancement procedures, enabling students to feed back to the Department on a
     range of issues. Programme Monitoring Committee (staff-student) meetings are
     usually held twice a year for each programme. The Committee consists of a
     Programme Monitor, who chairs the meeting and is normally not a teacher on the
     programme, members of academic staff who teach on the programme, and
     student representatives.

113. These meetings give student representatives the opportunity to discuss any
     matters that have been brought to their attention by students on the programme
     regarding the degree, courses, teaching and Department or College resources
     and student services. Issues raised will then be communicated to the relevant
     staff members within the Department if they can be resolved at this stage, or via
     the Quality and Governance Office if they need to be raised at College level.
     Minutes of the meetings and reports of actions taken are discussed at
     Departmental Boards on which there are student representatives and are made
     available to all students by Departments.

114. Training for Programme Monitors is run by the Quality Office and for programme
     monitoring representatives by the Students’ Union, which provides continuing
     support via the programme-monitoring forum.

115. A web-based report system was introduced in 2004-05 to enable Programme
     Monitors to upload reports on issues raised in termly programme monitoring
     meetings directly onto a database. This has allowed the Quality and Governance
     Office to produce more timely College-wide reports on any issues that it needs to
     take up with relevant managers or committees and provide feedback to
     departments and student representatives as soon as action is taken or responses
     received.

116. In 2007, a new approach to programme monitoring is being piloted with the
     Students’ Union. This involves the recruitment of Departmental student
     coordinators to promote student engagement in new Staff-Student Forums for all
     students on a programme, backed up by online student forums, to improve the
     responsiveness of the system. The intention is to develop a more student-centred
     system and culture in which students are encouraged to engage actively with the
     quality of their learning opportunities.



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Critical Self-Analysis, Goldsmiths, University of London



Course evaluation
117. Students are asked to provide feedback on each course that they take via a
     course evaluation questionnaire. Heads of Department are responsible for
     ensuring that course evaluation takes place for all taught provision within their
     Department and that it is operated in a consistent and transparent way. Students
     are asked to fill in a questionnaire, usually an OMR form, within a timetabled
     lecture or seminar session. They are made aware of the value of the exercise,
     given guidance about how to complete the questionnaire correctly and reassured
     that the process is anonymous. The results are then returned to the Department,
     which produces a summary/commentary for submission to the Departmental
     Learning and Teaching Committee, and for inclusion in the Annual Programme
     Review. Not all departments find the OMR forms appropriate to their provision
     and more tailored options are being explored, and the possibility of on-line
     feedback questionnaires via the Virtual Learning Environment is being
     investigated.

Annual Programme Review
118. Although the College had a range of evaluative tools - programme monitoring,
     departmental review, informal discussion, External Examiners’ reports and
     responses, course questionnaires - the need to bring them all together into one
     Annual Programme Review (APR) process was recognised. This new process
     was piloted in 2003-04 and was rolled out for all programmes in 2004-05. APR
     reports have proved particularly valuable since they were introduced as part of
     Periodic Programme Review.

119. The aims of the process are:

                     To review the appropriateness and effectiveness of the learning
                      outcomes, teaching methods and assessment strategies of a
                      programme;

                     To monitor how far issues raised in feedback from students and
                      External Examiners have been considered and that appropriate
                      action has been taken;

                     To identify any trends in student recruitment, progression and
                      completion;

                     To report on any new developments/enhancements in learning and
                      teaching that might be disseminated within and outside the
                      Department.

120. The programme leader prepares the review report, drawing on student feedback
     from programme monitoring and course evaluation, External Examiners' reports,
     student recruitment, progression and completion data and learning and teaching
     developments. The report provides a reflective commentary on the programme
     and notes any planned changes in response to feedback, as well as an
     opportunity to capture points of good teaching practice that can be more widely
     disseminated.

121. The APR reports are considered by Departmental Learning and Teaching
     Committees, and a copy sent to the Quality and Governance Office for
     monitoring purposes. Enhancements in learning and teaching are reported to the
     College’s Learning and Teaching Quality Committee to encourage dissemination
     of good practice. The primary audience for these reports though is the staff in the


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Critical Self-Analysis, Goldsmiths, University of London



       Department to encourage their own process of reflection and review, with a view
       to enhancing their provision.

122. The Annual Programme Review process will be reviewed during 2007-08, when it
     will have operated for three years. Areas already identified for further
     development include the timing and provision of the student data reports and
     more guidance on their interpretation for departments. The integration of NSS
     and other Unistats data in this process will also be addressed in the review. A
     further development is to look at the relationship between this type of quality
     review and the reviews that Departments are undertaking as part of the annual
     strategic planning process.

Periodic Programme/Departmental Review
123. As reported above, a new process of periodic programme/departmental review
     was introduced in 2003-04 to meet a perceived need in the quality infrastructure
     for a periodic review of academic provision. While the College had a highly
     developed process of strategic departmental review, for some years this had
     tended to focus on matters of strategic planning, management and financial
     performance, rather than a detailed scrutiny of academic standards and quality of
     learning opportunities at programme level.

124. The objective of periodic programme/departmental review is to contribute to the
     assurance and enhancement of high quality in teaching and the student learning
     experience. It offers the opportunity to review the appropriateness and
     effectiveness of the learning outcomes, teaching methods and assessment
     strategies of a programme or programmes beyond the annual programme
     reporting cycle and to ensure that College and Departmental quality assurance
     mechanisms are functioning effectively and efficiently.

125. The aims of the periodic programme/departmental review process are:

                     To establish whether there are effective and appropriate
                      mechanisms to ensure that intended learning outcomes are being
                      obtained by students, standards are being achieved and the
                      programme specification is being delivered;

                     To establish whether the programme(s) remain current and valid in
                      the light of developments in the discipline and in teaching and
                      learning;

                     To verify that the College’s agreed procedures are working
                      effectively to assure the standards of the Department’s awards and
                      the quality of the learning opportunities;

                     To review the quality and consistency of the information provided to
                      students and applicants;

                     To consider how the Department is implementing its learning and
                      teaching strategy;

                     To identify good practice within particular programmes or areas that
                      can be disseminated both within and outside the Department.




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Critical Self-Analysis, Goldsmiths, University of London



126. The schedule and scope for periodic reviews are approved by the Pro-Warden
     (Academic). The panel includes two External Reviewers in the relevant subject
     area(s) and senior academics from other Departments in the College. The basis
     for the review is the Self-Evaluation Document written by the Department,
     supported by documentary evidence, including programme specifications, Annual
     Programme Review reports, External Examiner reports and course information,
     sent to the panel in advance. The panel convenes for one day, holds separate
     meetings with departmental staff and students, and examines additional
     evidence. Oral feedback on conclusions and recommendations are made to the
     department on the day and a full written report, together with a Departmental
     response is submitted to LTQC. The Department is asked for a report on follow-
     up action at an appropriate interval after the review report.

127. During the first four years of its operation, all Departments will have been through
     this process, except two that went through a similar process (a Discipline Audit
     Trail) as part of the Institutional Audit in 2005. Feedback from Departments has
     been generally very positive and all have found the process of producing a Self-
     Evaluation Document a valuable experience. Departments have particularly
     appreciated the input of the External Reviewers. Recommendations have
     generally been followed up and most Departments have made significant
     changes as a result. The methodology has been extended to include a joint
     review with the University of London External System of the Programme in
     Computing (2004) and for a review of the College’s collaborative provision as
     part of the ‘revalidation’/contract renewal in 2005-06.

128. The Periodic Review process is evolving and during 2007-08, a slightly extended
     methodology will be piloted to take more account of strategic management and
     financial issues, including the way these impinge on the quality of provision.

Collaborative provision

129. Collaborative provision at Goldsmiths is currently confined to the award of the
     Goldsmiths Postgraduate Diploma in Art Psychotherapy by the Institut für
     Transpersonale Psychotherapie in Bern and the Institut für Kunsttherapie in
     Berlin, offered collaboratively with the Department of Professional and
     Community Education. This is not an award of the University of London. This
     provision was the subject of a QAA audit in 2002 (report received in 2003).

130. The programme offered with these partners is essentially the same in terms of
     learning outcomes and educational aims as the internal programme, with some
     small variation arising from the different cultural and professional contexts, and
     the College’s quality assurance framework applies, including programme
     monitoring meetings, External Examiner reports, course evaluation, annual
     programme review and periodic programme review. Examination Boards are held
     in Bern and Berlin, chaired by the Head of Department and serviced by a College
     administrator.

131. The Head of Quality attended academic conferences in Berlin and Bern to
     monitor the operation of and to provide training and guidance to staff on the
     College’s quality assurance framework. The visits also monitored their course
     and student information and gave programme directors advice regarding the
     Academic Infrastructure.

132. In response to concerns about standards assurance, a cross-marking exercise,
     held in Bern in November 2005, established that there was a very gratifying level


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Critical Self-Analysis, Goldsmiths, University of London



       of consensus and agreement in judging the standards of the work. This reflected
       the close collaboration in teaching, the development of parallel programme
       specifications and the hard work of the External Examiners. In 2006, a new
       External Examiner, who is fluent in English, German and French, was appointed
       for London and Bern.

133. A very positive periodic review of the programme delivered by ITP Bern was held
     in April 2006 following a similar review of the internal programme in February
     2006. The ITP programme delivered in Lausanne has now held its final
     Examination board (November 2006). The collaborative provision with
     Kunsttherapie Berlin is also in its final year of delivery as it is has been taken on
     by the Universität der Künste in Berlin, having successfully gained accreditation.
     The College noted that the collaborative partnership had significantly achieved its
     aims in developing capacity in institutions and made a distinct contribution to the
     development of the discipline in Europe. It had also provided a valuable insight
     into the implementation of the Bologna process and the potential for a shared
     approach to standards and quality assurance.

Programmes in the University of London External System
134. Goldsmiths is the lead College for English and Computing programmes in the
     University of London External System and is the most significant individual
     provider in the system after the LSE with over 3,500 students in many countries
     around the world. This provision is managed in Departments with oversight at
     College level via the External Systems Sub-Committee, chaired by the Pro-
     Warden (Academic) and with administrative support from the Quality and
     Governance Office. The College was part of the QAA Audit of the External
     System in November 2005 and has been commended for its arrangements.

135. The College has been active in its contribution to the External System and is
     developing new programmes and provision. Significant developments are in train
     in the External System as a result of the Vice-Chancellor’s Review, including a
     strengthening of academic leadership with the appointment of a new Dean. The
     College is closely involved in considering how this will inform the strategic
     development of its provision.


EXTERNALITY IN THE ASSURANCE OF QUALITY AND STANDARDS

136. Goldsmiths seeks external input where appropriate in all areas of standards
     assurance: External Readers report on programme proposals; External
     Examiners are appointed to and report on each programme of study; expert
     external assessors are members of Periodic Programme/Departmental Review
     panels; engagement with Professional and Statutory Bodies informs standards in
     vocationally and professionally oriented activities; academic staff membership of
     University of London Subject Area Boards allows College staff to be part of a
     wider professional and subject/discipline forum; members of staff have been
     involved with or used the expertise of Higher Education Academy Learning and
     Teaching Subject Networks; academic staff are encouraged to act as External
     Examiners and professorial appointment panels always include external experts
     in the field.

137. The Pro-Wardens are members of appropriate networks within the sector, such
     as those of the 1994 Group, attend conferences, and disseminate information as
     appropriate. They co-ordinate responses to national consultations on policy
     initiatives, such as the Burgess and Leitch Reports. Similarly, Heads of Support


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Critical Self-Analysis, Goldsmiths, University of London



       Departments keep abreast with professional and policy developments within the
       Higher Education sector.

Use of the Academic Infrastructure

138. The Academic Infrastructure informs many aspects of the College’s provision: the
     Framework for Higher Education Qualifications has been the reference point
     for the introduction of a modular credit-based framework at postgraduate level
     and work is underway to bring certificated provision at all levels into a coherent,
     credit-related framework. The undergraduate programmes have a unitised
     structure that maps directly onto the FHEQ, although this is not yet a fully credit-
     based system. Much work has been done, for example in the Departments of
     English and Comparative Literature and History, to ensure that levels of study are
     clearly articulated and all programmes now identify level in their programme
     structure.

139. Programme specifications have been in place since 2003 and have found a
     secure place as the key document for programme approval and review, and
     provide the information for students either as separate documents or extracted in
     their handbooks. Guidance for drafting programme specifications is given in the
     Programme Approval Handbook and programme designers are asked to refer to
     their Subject Benchmark Statement (SBS) and the FHEQ. The learning
     outcomes approach is fully embedded and all new programme proposers are
     asked to undertake curriculum mapping of course and programme learning
     outcomes. Some programme designers have felt it helpful in addition to map
     these onto those of the subject benchmark statements. Departments have been
     informed when these have been revised and those subjects in which new
     benchmarks have been agreed have found them very helpful, e.g. art
     psychotherapy.

140. Sections of the Code of Practice provide important reference points and are a
     key part of the quality assurance framework. The revised section on Assessment
     has been very useful as a reference point in the College wide review of
     assessment, particularly the precept about timeliness. The Code of Practice
     relating to provision for postgraduate research students was considered by the
     Postgraduate Research Committee and helped to inform developments in
     provision. The revised section on Collaborative Provision and Flexible and
     Distance Learning has proved a useful reference point in the periodic review of
     the College’s collaborative partnerships and is also a checklist for any new
     partnership proposals. The revised section on Placements, when published will
     be an important reference point for an internal review of placements during 2007-
     08. New and revised sections of the Code of Practice are considered by the
     relevant areas and staff have attended the QAA Roundtable consultations.

141. Personal Development Planning was introduced in 2005-06 and has been
     relaunched as the 3D Graduate Scheme (see below). Transcripts are available to
     students and the implementation of the European Diploma Supplement is being
     investigated in the Registry in relation to planned replacement or enhancement of
     the student records system.

142. The College’s Quality and Standards Framework is also informed by
     developments in the Bologna process and more particularly the principles
     underlying the Standards and Guidelines for Quality Assurance in the European
     Higher Education Area published by ENQA. These have been found to be very
     useful in relation to developing common quality assurance processes with


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Critical Self-Analysis, Goldsmiths, University of London



       European partners. The College is also represented at the European Quality
       Forum.


External Examiners

143. External Examiners play the key role in the assurance of standards of the awards
     by providing an external peer view of the achievement of students. External
     Examiners and Intercollegiate Examiners (from other Schools of the University of
     London) are appointed by the Academic Board on the recommendation of the
     Pro-Warden (Academic) for all award-bearing programmes of study other than
     those leading to the award of MPhil/PhD. Only persons of sufficient seniority and
     experience to be able to command authority in the discipline(s) to be examined
     are appointed, including persons from outside the higher education system, if
     appropriate.

144. A nominee from an academic background must have prior experience of
     assessment as an internal examiner on programmes of comparable level
     elsewhere, or where a nominee does not have this experience a special case is
     made to the Pro-Warden (Academic). Departmental nominations, submitted on
     an External Examiner nomination form are scrutinised in the office of the Deputy
     Academic Registrar to ensure that they comply with the criteria for appointment
     before being forwarded to the Pro-Warden (Academic) for consideration. Final
     approval is given by Academic Board.

145. Following the approval of the appointment, External Examiners are sent a pack of
     information, which includes a letter of appointment, the Guidelines for External
     and Intercollegiate Examiners, general and specific regulations relating to the
     programme(s) of study they are examining, together with the relevant scheme of
     marking and the annual report form. Newly appointed examiners are sent the
     most recent copy of the outgoing External Examiner’s report. In addition to
     attending their relevant examination Sub-Board or joint Sub-Board, all External
     Examiners have the right to attend the meeting of the College Board of
     Examiners. From then onwards, departments liaise directly with External
     Examiners over dates of meetings, posting of examination papers and samples
     of scripts.

146. Training of External Examiners has been identified as an area for development
     and will be addressed with the other recommendations of the Review of College
     Board by the new Standards Scrutiny Sub-committee.

External Examiners’ reports
147. External Examiners are asked to make an oral report to the examination Sub-
     Board, followed by an annual written report. The report requests comments under
     a number of headings, including the balance and content of the programme, the
     examination process and procedural and administrative matters.

148. Reports are received and read initially in the Deputy Academic Registrar’s Office
     and, if a report is considered too brief or unclear, the Deputy Academic Registrar
     will write to the External Examiner requesting a fuller report. If the report raises
     issues of a serious nature it is referred to the Pro-Warden (Academic) and the
     Academic Registrar to ensure that these are addressed as a matter of urgency.
     Reports are then sent to the appropriate Head of Department for consideration by
     the Department and Chair of the Examination Sub-Board.



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Critical Self-Analysis, Goldsmiths, University of London



149. Departments are required to make a formal response to each External
     Examiner’s report. This may be from either the Chair of the Examination Sub-
     Board, the programme co-ordinator or the Head of Department, but in any event
     must be endorsed by the Head of Department. Responses are then returned to
     the Deputy Academic Registrar’s Office where they are read in conjunction with
     the reports and sent to the External Examiners.

150. Within Departments, issues raised in External Examiners’ reports are considered
     in Departmental Boards and Learning and Teaching Committees, as well as in
     individual Programme Monitoring Committees and as part of Annual Programme
     Review.

151. The Quality and Governance Office compiles an annual digest of External
     Examiners’ Reports based on the content of the written reports, which is
     considered in detail at the Learning and Teaching Quality Committee, especially
     as a source of advice and prompts for enhancing provision, and then by
     Academic Board. Once this is approved, a copy is sent to all External Examiners
     and to the University of London.

Professional, Regulatory and Statutory Bodies

152. Significant areas of the College’s provision are accredited by professional,
     regulatory and statutory bodies (PSRBs), and the relationship this brings with
     employers is a strength in many of its programmes. As a major provider of
     teacher education, Goldsmiths is subject to regular audit and inspection OFSTED
     on behalf of the Training and Development Agency (TDA). Reflecting general
     trends in quality assurance, the methodologies of these bodies and the QAA are
     converging towards a common approach, scrutinising not primarily the quality of
     the provision itself but the management of that quality, increasingly at institutional
     as well as programme level. The College’s Quality and Governance Office is
     increasingly involved in preparation for and follow-up from such engagements.

153. The Department of Professional and Community Education offers several
     programmes that are accredited by the relevant professional bodies: Social Work
     is overseen by the General Care Council, the National Youth Council for
     Community and Youth Work. Art and Dance Psychotherapies are accredited by
     the Health Professions Council. The Access programmes are validated and
     monitored by the Open College Network London region. It has been possible to
     demonstrate that many of the PSRB requirements for this are met through the
     College’s Quality and Standards Framework, such as Annual and Periodic
     Programme Review.

154. Other areas of provision accredited by professional bodies include the British
     Psychological Society for both undergraduate and postgraduate programmes and
     the bodies regulating training in the media industries, for example the Broadcast
     Journalism Council.

155. Departments are asked to notify the Quality and Governance Office of all
     accreditation visits or inspections planned for the year and to send reports of
     these, together with their responses and action plans, which are then considered
     and actions followed up by the Learning and Teaching Quality Committee
     (formerly by Academic Committee).




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Critical Self-Analysis, Goldsmiths, University of London




Employers and graduates

156. There are many ways in which Goldsmiths engages with employers. The most
     direct influence at programme level (on accredited programmes) is through the
     PSRBs, who provide essential reference points for programme design and
     delivery and through which graduates are assured of being equipped with the
     necessary skills for a particular career route. Goldsmiths offers a range of
     programmes, many of which have a professional or vocational focus. In a
     significant number of areas Goldsmiths enjoys strong ties with employers working
     in the relevant occupational fields. Indeed, many academic staff are very
     experienced and highly respected practitioners in their specialist areas, bringing
     with them in-depth, up-to-date knowledge of their profession. In the Department
     of Professional and Continuing Education, Programme Advisory Committees
     include employers’ representatives who contribute to the design and delivery of
     the programmes.

157. Links with employers are also cultivated through placement schemes offered in a
     number of Departments. Many professionally directed programmes also include
     the requirement to undertake a placement in the workplace, such as teaching
     and social work practice, clinical practice (art psychotherapy). Other creative-
     practice oriented programmes offer placements and internships with practitioners
     and some more theoretically based programmes are increasingly interested in
     offering internships.

158. Through the supervision of placements, College teaching staff have direct links
     with the needs of employers and links are often made and developed through
     Goldsmiths graduates of those programmes in the workplace.

159. The College is actively discussing the implications of the Leitch Report and has
     set up a Working Group to look at the skills and employer engagement agenda.
     One of the first tasks of the Groups will be to undertake an audit of existing links
     with employers.

160. In recent years, the College has been developing its work with local employers in
     a variety of ways. For example, for the past six years the Careers Service has
     collaborated with the London Borough of Lewisham on a very successful
     Summer Placement Programme devised exclusively for Goldsmiths students,
     through which they can apply to work on live projects in a number of the local
     authority’s departments during the summer vacation.

161. Employers are involved in a range of other Careers Service activities, including
     participation in Careers Forums and panel discussions, attending Careers Fairs,
     delivering presentations and acting as mentors. In some instances, these
     employers are Goldsmiths alumni, who have been contacted initially by the
     Development Office.

162. The College’s Business Development Office, funded by HEFCE, is part of a
     national initiative to promote working links with business and the community at
     large. Goldsmiths emphasis is focused on the 'Creative and Cultural Industries'
     that play such an important part in the London and regional economies. Exploring
     how to harness such links to provide opportunities for Goldsmiths’ students and
     graduates is part of the employer engagement agenda.




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Critical Self-Analysis, Goldsmiths, University of London



163. Departments maintain a range of contacts with graduates and most feedback on
     their employment tends to be anecdotal and through individual contact. However
     these are often fruitful in building routes into the industry for new graduates or for
     placements. It is hoped that improvements to the reporting of the DLHE data and
     the planned introduction of a longitudinal survey will provide more robust and
     helpful destination information in the future. The College has an active alumni
     community and is in contact with over 27,000 graduates.

164. Employability and skills are important themes in the Learning, Teaching and
     Assessment Strategy cited above, in which the 3D Graduate scheme plays a key
     role. In the National Student Survey, the contribution of their programme to their
     personal development was highly valued for many students. Graduates often
     attest to the unique combination of academic rigour and practical skills
     development.

165. In the last two years, the Students' Union has made a focus the development of
     students’ employability and skills. In 2006, with support of TQEF funding, the
     Students' Union appointed a Students Development Manager, to promote and
     support engagement with volunteering and student leadership activities as key
     personal and professional development opportunities.

166. In addition, the Careers Service at the College provides both students and staff
     with up-to-date and appropriate graduate labour-market information. This is
     obtained through continuous dialogue with employers and professional bodies,
     by keeping abreast of graduate recruitment trends and from consideration of the
     findings from graduate destination surveys.


THE COLLEGE’S APPROACH TO QUALITY ENHANCEMENT

167. As has been indicated in earlier paragraphs, learning and teaching development
     and enhancement lies at the heart of its approach to the assurance of quality and
     standards. As part of the development of the College Strategy, a revised
     Learning, Teaching and Assessment Strategy has been formulated during 2006-
     07 and sets out the strategic agenda for learning, teaching and assessment
     enhancement within the College from 2007-08 to 2010/11. The Strategy details
     much continuation of practice, but in addition, signals the College’s desire to
     strengthen its ‘student-centred’ approach to supporting the student learning
     experience.

168. Central to the successful development and implementation of the strategy are the
     Departmental Learning and Teaching Committees, which are charged with
     formulating Departmental Learning, Teaching and Assessment Strategies with
     reference to the Goldsmiths Strategy in ways that reflect the nature of their own
     disciplines. Departmental Learning and Teaching Committees are the key locus
     bringing together aspects of quality assurance and enhancement, such as
     identifying through the processes of Annual Programme Review and Periodic
     Review themes for development and enhancement that feed into their
     Departmental Learning, Teaching and Assessment Strategies. Advice and
     support on doing this is provided by both the Learning and Teaching and Quality
     Offices working in partnership. Enhancement projects that flow from these
     processes are managed through the Learning and Teaching Office.




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Critical Self-Analysis, Goldsmiths, University of London




Learning, Teaching and Assessment Strategy

169. The new Learning, Teaching and Assessment Strategy states the following
     aspiration:

                  Our values, our ways of thinking, the range and mix of disciplines, with a
                  focus on creativity, in its broadest sense, coupled with our approaches
                  to learning, teaching and assessment, allow students to develop beyond
                  the narrow confines of ‘academic’ capability.

       The Strategy formulates the attributes that are thought to be characteristic of the
       Goldsmiths Graduate and, in close collaboration with the Students’ Union, the
       notion of the 3D Graduate has been developed, taking further the concept of
       PDP in relation to skills development. The concept of the 3D Graduate links very
       much to current work in the College on assessment and employability and it is
       envisaged that this will be the key mechanism through which students can be
       supported in developing skills and attributes through and beyond their academic
       programmes.

170. The 3D Graduate scheme aims to help students become autonomous and
     reflective learners and to make the most out of their time at Goldsmiths. It is
     designed so that students can make their study more productive, motivating and
     enjoyable and acquire skills for a future career. At the heart of the process is the
     ability to think reflectively and to keep a record of their development. The scheme
     offers students a set of tools and resources via a website, which also provides
     links to a wide range of opportunities available at Goldsmiths, such as the
     Students’ Union, Careers Service, Language Studies Centre and others. The
     website also provides the opportunity for students to keep a record of progress,
     either as a paper-based portfolio or an online workspace and e-portfolio.

 Learning and Teaching Fellowships
171. One of the main mechanisms through which the Learning and Teaching Office
      (established in 2004 to coordinate strategic enhancement activities) engages
      individual academics and academic departments in learning and teaching
      developments is through the scheme for Learning and Teaching Fellowships.
      Academics and those who support learning can apply for two levels of fellowships:
      Strand 1 fellowships make a small grant of to buy time to to pursue small-scale
      projects that are most likely to address a ‘local’ concern. From some experience of
      these, it has become apparent that the Office needs to work more closely with these
      fellowship holders to offer guidance on how individual projects might be located in
      broader pedagogic concerns and providing the opportunity for connections to be
      made across projects. All fellows will in the future also be required to write-up a
      case study that will be published on the Learning and Teaching website.

172. Strand 2 fellowships allow staff to be seconded into the Learning and Teaching
     Office notionally for one day a week and are directed in terms of their focus to
     areas that the College wants strategically to address. In response to student
     feedback both internally and externally in the NSS, and to sector-wide concerns,
     recent fellowships have focussed on ‘feedback on assessment’ and more broadly
     in support of the current, College-wide review of assessment.

173. These fellowships have been very successful and have allowed the Office to
     engage departments in a sustained and productive review of assessment
     practice. This review was strengthened by bringing in a consultant to work in


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       collaboration with the Head of the Learning and Teaching Office and the current
       four seconded ‘assessment fellows’. Other activities have also been aligned to
       support the review of assessment: the annual Learning and Teaching and
       Assessment Lecture, given by Professor Lewis Elton on ‘Competence, Creativity
       & Classification’ in 2007, allowed colleagues a further opportunity to consider the
       validity and effectiveness of our current assessment activities.

174. The work of the Centre for Excellence in Learning Technologies (CELT) also has
     a focus on using technologies to enhance teaching practice and provides
     resources for teachers to develop learning resources and approaches through
     fellowships (see page 41). Following a review of CELT in June 2007, it has been
     recommended that the work of the Learning and Teaching Office and CELT be
     brought more closely together to enable a more strategic, institutional approach
     to the enhancement of learning opportunities.


C     CONTRIBUTION AND EFFECTIVENESS OF STAFF
Scholarship and pedagogy

175. The College recognises that the recruitment, retention and development of high
     calibre academic and teaching staff is essential to support the College’s Mission
     to provide a high-quality learning experience for students. The College believes
     that teaching informed by scholarship and research is a major contributor to the
     academic standards and the quality of the student learning experience.
     Departments have consistently demonstrated that their curriculum is driven,
     particularly at Level 3 and M Level, by the research interests and expertise of
     staff, both permanent and External. In practice- and performance-related fields,
     students benefit from the professional expertise and experience of leading
     practitioners and performers. The College has also pioneered the development of
     standards for PhDs in creative and practice-based subjects within the University
     of London. With the establishment of the Graduate School, students will have
     further opportunities to participate in the research culture of the College.

176. That students appreciate the opportunity to be taught by national and
     international experts in their fields has been borne out in QAA Developmental
     Engagements and internal reviews, and External Examiners’ reports also attest
     to the quality of the student achievement and the academic content of the
     College’s programmes. Students who responded to the National Student Survey
     rated the teaching quality of their programmes very highly, confirming in
     particular that the courses were intellectually stimulating.

177. Permanent academic staff are contracted to undertake both teaching and
     research. The normal expectation of a lecturer is that he or she will have a record
     of well-received teaching, including the development of new courses, the
     successful organisation of teaching programmes and the ability to demonstrate a
     reflective approach to teaching and the support of learning. In addition, those on a
     standard contract are expected to produce research of a quality and quantity
     such that it will be recognised by their peers as equating at least to national
     levels of excellence in the relevant discipline or assessment unit as defined in
     internal or external research assessment exercises (i.e. four pieces of work of
     appropriate quality in the public domain published in the previous four years).

178. The majority of academic staff have had experience teaching at other universities
     before joining Goldsmiths. From 2006-7, newly appointed academic staff without


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Critical Self-Analysis, Goldsmiths, University of London



       a formal teaching qualification are required to take the College’s Postgraduate
       Certificate in the Management of Learning and Teaching.

179. Academic staff maintain their scholarship through a range of engagements with
     their discipline or area of practice, including attendance at conferences, external
     examiner and reviewer appointments, membership of subject associations and
     professional bodies. They are supported in this at Departmental level, for
     example, through funding for conference attendance and research leave. Many
     staff represent the College at national and international levels, providing
     expertise and advice. Others, especially External Tutors, are actively engaged in
     the profession or practice that they are teaching, such as broadcasting and
     journalism, creative arts and performance and bring a live and exciting dimension
     to the student experience.

180. Pedagogic effectiveness of staff is monitored and measured through various
     means: through student feedback and student achievement, and through
     mentoring and performance management in the department. Student
     assessments are double marked or moderated by another marker, thus giving
     the opportunity to monitor the standard of feedback given. If course evaluation
     forms indicate there is a problem with a particular tutor or lecturer, this is referred
     to the Head of Department.

181. The promotion of pedagogic effectiveness is a key part of the Learning, Teaching
     and Assessment Strategy, which at institutional level is the responsibility of the
     Pro-Warden (Students and Learning Development) and the Learning and
     Teaching Office. Section C of the Strategy expresses the College’s commitment
     to promoting the status of teaching and learning support and set out its aims and
     objectives with regard to teachers and staff who support learning. The strategy is
     informed by an engagement with the Professional Standards for Teaching
     framework.

182. The main mechanisms through which the Strategy will work include:
          the provision of appropriate staff development opportunities which will
             include activities provided centrally and within departments;
          ensuring that all staff who are new to teaching take the Postgraduate
             Certificate in the Management of Learning and Teaching;
          mentoring systems that are supportive and enhancement-led;
          systems for peer review that facilitate a reflective consideration of
             practice;
          supporting and facilitating staff membership of the HE Academy and
             other academic and professional bodies;
          developing efficient ways to share good practice e.g. through facilitating
             networks both formal and informal, establishing an internal web
             presence for learning and teaching and continuing to embed the use of
             the Virtual Learning Environment within departments.

Human Resources Strategy

183. The College’s strategic aim in relation to Human Resources is ‘To recruit and
     retain high-quality and appropriately-qualified staff in all areas of the College, to
     provide an effective framework for staff development, to develop good
     management and leadership skills, to develop an effective culture of clear, two-
     way communication between staff and management, and to reward good
     performance.’ In particular, it aims to maintain a body of academic staff by means
     of recruitment, motivation, development and reward, who are nationally or


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       internationally recognised in their fields supported by professional staff similarly
       motivated and developed, with whom they work in partnership.

184. The appointment of a new Director of Human Resources in January 2007 and a
     department change of name from ‘Personnel’ to ‘Human Resources’ signals a
     new strategic approach to the way that the college recruits, supports and
     develops its staff. The overall theme of the change is to move the human
     resources function from an administrative driven and reactive service to a more
     strategic and proactive service based on the ‘business partner’ model.

185. In order to facilitate this change an external consultant has been commissioned
     to conduct a full review of Human Resources management. The aim of the
     review is to create a coherent and modern service, identifying strengths and
     areas for improvement, and services that need to be added, reduced on
     enhanced. The outcomes of this review should be available in July 2007 and will
     inform a revised Human Resources Strategy to replace that originally approved
     by HEFCE and revised in 2004.

186. Human Resources have already made some changes to start on the road to
     improvement by enhancing their capacity to provide regular, valuable data to
     improve the ability to make better-informed decisions and to begin to influence
     effective organisational development.

Recruitment
187. The College’s reputation for innovative and interdisciplinary research and
     teaching means that it can attract and retain high-quality academic and research
     staff. Several new senior appointments have also been made in professional
     posts with the restructuring of the administration. The College recognises that it
     has to have an effective strategic approach to recruitment and retention of staff at
     all levels, especially in the London context, as well as a rigorous process to
     ensure the selection of the best candidates.

188. The recruitment process requires that all staff serving on selection panels are
     trained and fully aware of all relevant employment and equal opportunities
     legislation. To this end, the Staff Development team run regular one-day courses
     in ‘Recruitment and Selection’. Individual or group coaching sessions are also
     organised to meet urgent recruitment and selection training needs. Specialist
     training is a requirement for Chairs of panels. Selection panels for academic
     posts are chaired by either the Warden or a Pro-Warden (or equivalent).
     Shortlisted candidates make a formal presentation to members of the
     department, whose views are then reported to the selection panel.

189. Recruitment Guidelines are issued to all staff involved in recruitment and the
     Human Resources Department administers all recruitment and selection
     exercises thus ensuring consistency of practice and a planned approach. An HR
     representative also attends a pre-meeting to provide a briefing to the selection
     Panel. Heads of Department are automatically surveyed on the process and
     outcome of each recruitment process.

Induction and probation
190. The induction of new staff takes place at both institutional and departmental
     levels. The Staff Development Team runs regular central induction events to
     ensure that all new staff are properly welcomed to the College. In 2007, the
     programme was relaunched to make it more interactive and engaging for staff.
     Induction to the particular post is the responsibility of Heads of Department and


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Critical Self-Analysis, Goldsmiths, University of London



       line managers. Training and development needs are established as part of the
       interview process and during induction and probation for new staff, and then
       regularly as part of the appraisal process. Visiting Tutors are offered induction
       and staff development opportunities through their Departments as appropriate to
       their needs and the nature of their teaching roles.

191. The College regards the probationary period as a critical time during which the
     member of staff is given support to achieve the necessary performance
     standards. For academic staff the probationary period is three years and the
     scheme provides for an initial 3-month report, followed by annual reports (in a
     format requiring detailed assessment and evaluation by the relevant Head of
     Department) to be made and training needs identified. An annual Probation
     Committee considers posts for confirmation and is chaired by the Pro-Warden
     (Research and Enterprise). The probation scheme for non-academic staff
     provides for shorter periods of review (one year or 6 months depending on the
     category of staff) but interim reports are requested by Human Resources and
     probationary periods are closely monitored.

192. All newly appointed academic staff on probation, who do not have a formal
     teaching qualification, are required to take the College’s Postgraduate Certificate
     in the Management of Learning and Teaching. This flexible course enables new
     staff to take modules to meet their particular needs.

193. All new academic staff are appointed a mentor within the department. Mentors’
     responsibilities include giving guidance on good teaching practice, observing at
     least one teaching session during the period of the probation; advising on
     assessment procedures and reviewing a sample of their marking; providing
     advice and guidance on departmental systems and College processes as well on
     research funding and management.

194. In the past, there has been a direct link between mentoring and performance
     management with mentors reporting formally on the probationer to the Head of
     Department. Academic Board agreed in May 2005 to decouple the
     developmental role of mentoring and peer review (teaching observation) from the
     more managerial/judgemental processes of probation and performance review
     and a revised mentoring scheme has now been proposed, with more emphasis
     on a coaching approach.

Performance management
195. The College operates an annual appraisal scheme, Performance and
      Development Review (PDR), which emphasises the personal development of
      staff within the context of the objectives and strategic direction of the College.
      This involves members of staff in discussion with their line-manager setting and
      reviewing performance against agreed objectives and identifying training and
      development needs. This then informs the planning for provision by the Staff
      Development Office. This scheme is being reviewed as part of the development
      of the new Human Resources Strategy, which aims to encourage staff to take
      responsibility for their own continuous professional development more in the spirit
      of the reflective practitioner.

Promotion and reward
196. Promotion Panels (each with clearly defined remits for differing categories of staff
     and chaired by the Warden) meet on an annual cycle, with outcomes being
     reported to Council. Guidance notes and criteria for promotion are published on
     the internal network together with the appropriate application forms. The


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Critical Self-Analysis, Goldsmiths, University of London



       procedures and documentation are reviewed annually at the beginning of each
       cycle. Unsuccessful candidates for promotion are offered feedback and, as with
       the College's recruitment process, the promotion process is monitored in relation
       to gender, ethnicity and disability with an annual report being made to the Equal
       Opportunities Committee.

197. New procedures and criteria for academic promotions introduced in 2006-07
     ensure that equal weight is given to the three categories of teaching, research or
     comparable activity and administration. In order to make the process more
     transparent and enable better feedback to candidates for their future
     development, the panel are asked to score applications on a 4-point scale in
     each of the three categories.

198. Revised criteria for promotion to Senior Lecturer ensure that teaching excellence
     is equally valued. They include a recognition of the importance of example in the
     promotion of good practice in learning and teaching by including the ability ‘to
     influence and inspire colleagues in their teaching, learning and assessment
     practice, by example or through the dissemination of good practice.’

Staff development

199. The new strategic approach to Human Resources is reflected in a new approach
     and title for ‘Staff Development’ (formerly the ‘Training and Development Unit’).
     The key purposes of Staff Development in Human Resources are to:

                     help Goldsmiths staff at all levels and in all roles to do their jobs;
                      more effectively and to enhance their job satisfaction;
                     make a significant contribution to the strategic development of the
                      College;
                     ‘join up’ and support staff development initiatives across the College.

200. The overall theme of the new approach is to foster a staff development culture
     which reflects the College’s mission and values and which focuses on
     facilitative interventions. There is a new emphasis on providing individualised
     learning programmes according to need, rather than large-scale mandatory
     programmes (unless a risk assessment dictates otherwise). To this end, the
     Staff Development team has already made a start on coordinating a
     programme of coaching, action learning and mentoring as part of a move
     towards embedding a ‘coaching culture’ in the College. The coaching
     programme is focused on providing individual support for academic and
     administrative Heads of Department (including HoDs designate) and other
     senior managers. Action Learning Sets and Mentoring will be made more
     widely available for staff: the first programmes have received excellent
     feedback from staff.

201. In addition, the Staff Development team provides a central programme of skills-
     based programmes and customised staff and organisational development
     solutions for academic and administrative departments (such as facilitated
     strategic planning ‘away days’).

202. With regard to the third purpose listed above about ‘joining up’ staff development
     across the College, a new website on the first level of College’s Intranet acts as
     portal to all internal staff development providers and an internal Staff
     Development Network has been set up, consisting of representatives of the



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Critical Self-Analysis, Goldsmiths, University of London



       internal staff development providers and others who have an active involvement
       in staff development.

203. With the appointment of two new members of staff to the position of Director of
     Human Resources and Head of Staff Development, the College is already
     experiencing a step-change in the level of engagement and expertise in
     considering how best to support learning and teaching enhancement from a
     human resources perspective. The staff development team works closely with the
     Learning and Teaching Office and the Centre for Excellence in Learning
     Technology, who are charged with the primary responsibility for the initial and
     continuing professional development of academic staff in relation to learning and
     teaching. A range of initiatives has already been put in place relating to coaching,
     mentoring, CPD, promotion and reward for teaching excellence. The Learning
     and Teaching Office is represented on the Human Resources Committee, which
     ensures that learning and teaching issues are given due consideration in the
     formulation of institutional HR policies and practices. Conversely, the Director of
     Professional Development is a member of the Learning and Teaching Quality
     Committee.


D THE LEARNING ENVIRONMENT AND STUDENT SUPPORT

204. As set out in the Learning, Teaching and Assessment Strategy, the College aims
     to provide students with an environment that enables learning and is conducive
     to productive cultural, academic and social exchanges and creative practices.
     The College is investing in its estate, resources and infrastructure to ensure
     effective integration of systems, efficient utilisation of resources and continued
     development of learning spaces to enhance the quality of the Goldsmiths
     experience.

205. The changes to the portfolio of the Pro-Warden (Students and Learning
     Development) in 2006 have brought learning, teaching and assessment in closer
     relation with the wider ‘student experience’ agenda. This has resulted in the
     Learning and Teaching Office working in collaboration with Student Support
     Services and Widening Participation, allowing for the holistic consideration of all
     of the elements that support students in taking full advantage of the learning
     opportunities the College provides. In turn this has led to the concurrent
     development of a revised Learning, Teaching and Assessment Strategy
     alongside a Student Experience Strategy; rolling-out the ‘Peer Assisted Learning’
     scheme to all academic departments; and the inclusion of key learning support
     areas within the 3D Graduate Scheme (see below).

206. The Office has also expanded through the incorporation of the Director of
     Professional Development, whose primary responsibility is to run the newly
     accredited Postgraduate Certificate in the Management of Learning and
     Teaching. This has enabled the office to foster broader and more in-depth
     engagements with academic departments. The Office has recently launched its
     own website to provide both an efficient and accessible way of academic
     departments finding out about College initiatives in this area and a means
     through which colleagues can disseminate their own good practice. The
     Learning and Teaching Office is also able to work in closer collaboration with
     departments through the extension of its learning and teaching fellowships and
     by the Director of Professional Development providing tailor-made staff
     development activities for departments.


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Critical Self-Analysis, Goldsmiths, University of London




207. The Office continues to play an important role in providing a central focus for
     learning and teaching activities and initiatives, and co-ordinating the
     implementation of the College’s Learning, Teaching and Assessment Strategy.
     The Learning and Teaching Office liaises closely with the Head of Quality and
     Governance and the Academic Registrar to ensure an effective approach to taking
     forward key initiatives. The Office has also worked with colleagues in the Disability
     Office to develop good practice in supporting students with Specific Learning
     Difficulties and Disabilities. This collaboration resulted in the production of a guide
     entitled ‘Accessible Learning and Teaching Strategies’, which was circulated to all
     staff, full and part-time. The two Offices, along with the Counselling Office, are also
     rolling out a programme of staff development workshops in this area.

208. In recognition of the need for an integrated approach to a managed learning
     environment (MLE), the Head of the Learning and Teaching Office has convened
     a working group comprising key stakeholders who are responsible for the
     management of the learning environment. This group, which includes the
     Director of Information Technology Services, the Librarian, the Head of the
     Centre for Learning Technology, the Head of Estates and the Academic
     Registrar, will consider how best to ensure the effective integration of the
     temporal, physical and virtual resources which support the student learning
     experience.

Learning Technologies
209. Since 2001, the College’s Centre for Excellence in Learning Technology has
     provided a resource for staff in developing the use of new technologies for
     learning and teaching. The provision of a non-threatening environment for staff to
     encounter and develop innovative learning and teaching strategies has helped to
     disseminate skills in using these technologies in many departments across the
     College and established a network and peer support group to disseminate these
     practices.

210. A CELT Fellowship scheme offers the opportunity for staff to be released from
     teaching to take up a CELT project. To date there have been over 90 fellowships
     with projects reflecting departmental needs and utilising a range of technologies
     and approaches relevant to the subject matters involved. The fellowships have
     been used by departments to support curriculum developments and have
     continually been oversubscribed and have been designed to support all staff who
     are engaged in facilitating learning, teaching and assessment activities.

211. The learning technology team within CELT provides a cross-college service in
     providing advice to staff on using all aspects of technology-enhanced learning
     from enabling the creation of podcasts, through computer-assisted assessments,
     accessibility issues and utilisation of new social learning tools.

212. In 2003, CELT launched the College’s virtual learning environment, learn.gold,
     which had an immediate impact on the resources and discussion groups
     available. This is now well embedded within departments and is fundamental to
     supporting many of the programmes the College offers. The CELT team have
     developed a series of sixteen workshops that are offered through the Staff
     Development programme to provide academic staff with both theoretical and
     practical approaches to incorporating a wide range of technology enhanced
     learning into their classes.




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Critical Self-Analysis, Goldsmiths, University of London



213. As mentioned above, a review of CELT in June 2007 recommended that its work
     be linked more strategically with that of the Learning and Teaching Office to
     support the implementation of the Learning, Teaching and Assessment Strategy.

Information Technology (IT) Services

214. Information Technology Services is the central IT provider to all College users
     and is based in the purpose-built Rutherford Information Services Building and
     the Warmington Tower. The department includes the Media Services Centre and
     Reprographic Unit. Liaison with academic departments is achieved through
     departmental representatives and ITS staff nominated to support each
     department.

215. Development of the services is guided by the College IT Strategy and makes an
     important contribution to the Learning, Teaching and Assessment Strategy. IT
     Services has several procedures for monitoring its services and their continued
     fitness for purpose. Each main part of the service has a feedback board where
     users’ comments and IT Services’ replies are posted; the feedback can also be
     given online for IT services. ITS Staff are members of committees that
     periodically review services, e.g. Learning and Teaching Committee. IT Services
     also conducts periodic internal reviews of various aspects of its services. Some
     targets set within academic support and information technology are monitored
     through the annual corporate planning statement to HEFCE.

216. Access to the network in residential accommodation was identified as a priority in
     the College’s SED and by summer 2007 the College will have 570 student
     bedrooms networked to the College network, while the common rooms of two
     other student halls were connected to the campus network with a number of
     computers installed for student use. A significant investment in wireless
     technology has led to the installation of over 70 wireless access points across
     campus. The wireless network enable students and staff to access the College IT
     services from anywhere on campus using their own/college laptops. The wireless
     network will continue to expand in 2007-08.

217. There are more than 300 computers available to students as well as a dedicated
     24/7 facility for research students in their new Graduate Centre. An important
     element in the IT strategy is to keep the infrastructure up to date with sufficient
     capacity to handle the growth in demand. The College has an annual
     replacement programme that ensures students have access to state-of-the-art IT
     technology. The resources are monitored constantly. As an example, over the
     past year, the central servers and file store were upgraded or replaced and the
     parts of the network replaced with higher capacity cabling and equipment. The
     College network was upgraded to 1Gbit in June 2007. The volume of file storage
     available to staff and students will continue to be increased in line with demand
     and closer to expectations. At the same time ITS has continued to improve its
     easy to use remote and mobile access to data and services from off-campus
     using webshare.

218. In order for IT Services to improve its services effectively, the College has
     developed an IT strategy: at the same time ITS plans have been developed after
     wide consultation with academic departments in order to ensure its plans are
     closely relating to their plans. While this process has improved through the better
     integration of all the College strategies, there are still instances that demonstrate
     weaknesses in the planning process. In terms of developing learning resources,



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Critical Self-Analysis, Goldsmiths, University of London



       the department is aware that it needs closer links with academic planning at
       departmental level.

219. As part of the College’s Strategies for Learning and Teaching and Research, IT
     Services aims to provide an outstanding environment in which teaching and
     learning, research and the student experience flourish by the development of
     well-supported eLearning processes, systems and support. It continues to
     develop the virtual learning environment (Moodle) in line with student and
     stakeholder expectations to provide appropriately mediated Technology-
     Enhanced Learning. Informal social spaces and other tools have been developed
     and introduced, including social software, communication (e.g. wikis etc.) and
     conferencing tools, video streaming and assessment tools to enhance learning,
     research, facilitate widening participation and student feedback.

220. A programme of inductions to IT Services is offered each autumn to new
     students. Last year over 63 per cent of new students attended IT inductions. IT
     training is also offered to postgraduate students, and to staff. A new Student
     Portal will be implemented as part of the new Student Record System, to meet
     the College’s aim to construct a unified digital campus, providing a seamless
     environment to support all aspects of College life. The portal will link together all
     staff and students (prospective, current and alumnus), systems and communities,
     as well as enabling the alignment of IT systems with academic and administrative
     processes.

221. As part of the re-branding of the College website, the College has purchased and
     will soon rollout a College Web Content Management System enabling improved
     efficiency in Web creation, publishing and maintenance, with the ability to
     cascade the management of websites to individual content owners and non-web
     specialists. Students will continue to have facilities to develop their own personal
     web pages using the latest web technology.

Library and learning resources

222. The Library is based in the purpose-built Rutherford Information Services
     Building, adjacent to the Information Technology Services department. Until
     March 2006 the Library was part of the larger Information Services department
     with the computing services, now IT Services (see above). In 2006 specialist
     heads were appointed to each new department tasked with taking forward
     support for the new Goldsmiths Strategy.

223. It has been acknowledged by the College that resources in the Library are a
     priority and additional funds have been allocated and holdings increased since
     the Institutional Audit; there are now some 290,000 books including about 250
     electronic books and holdings of print and electronic journals have increased
     from 1500 to 3500 titles. The audiovisual collection now contains some 35,000
     items. Off-air recordings for the Audiovisual and Languages Resource Centre
     collections are now made in digital format. The language laboratories have been
     upgraded with new digital projectors and the installation of Windows XP.

224. Access to these resources has also increased significantly with the extension of
     opening hours in autumn 2006 until midnight every day from the beginning of the
     autumn term until the end of the summer term and until 9pm in the summer
     vacation. Self-service machines have also been introduced to facilitate the issue,
     renewal and return of books and DVDs. At the suggestion of the Library User
     Group, a pilot short-loan collection was introduced for some Drama courses this


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Critical Self-Analysis, Goldsmiths, University of London



       year. After evaluation, it has been decided to extend this, with some
       modifications, to other departments for a further trial next year. In response to
       student complaints, the system of overnight loans has been abandoned, and the
       books concerned reassigned as seven-day or three-day loan copies.
       Undergraduates are now allowed to borrow audiovisual items, a move which has
       proved very popular.

225. As part of the University of London, Goldsmiths staff and students also have
     access to the Senate House Library, which broadly covers the subject range at
     Goldsmiths and which has significant research collections associated with the
     Institutes in the School of Advanced Study. Goldsmiths students record one of
     the highest rates of usage of the Senate House Library: in 2006-06, there were
     over 2000 Goldsmiths students as members, including 334 from the Department
     of English and Comparative Literature, 227 from History (virtually the whole
     Department) and 207 from Psychology.

226. The Library’s strategic plan is based on the objectives of the College and the
     Learning Teaching and Assessment Strategy and informed by the Library User
     Group and student feedback through course and programme monitoring. This
     information has been supplemented by participation in the international Libqual+
     survey in 2006, the use of student focus groups and informal feedback from
     users. The Library’s quality procedures have recently undergone assessment
     (the results are awaited) and it has joined the 1994 Group Librarians
     Performance Measurement and Benchmarking Club.

227. A programme of inductions is offered each autumn to students. In liaison with
     departmental library representatives, the induction programme is reviewed each
     year and focus put on improving attendance. A different method of library
     induction was trialled with some departments in 2006-07; a half-hour introductory
     tour was followed at an appropriate point in the course by a longer session on
     information skills. In two departments, students could then test their skills by
     completing a quiz on the VLE. This type of support will be offered in more
     departments next year. Liaison with academic departments is through subject
     librarians nominated to support departments, each of which appoints a
     departmental library representative.

228. In order to improve support for research, as well as learning and teaching, more
     staff now work in Special Collections and the opening hours have been increased
     from 14 to 28 a week. With the aid of a Resource Enhancement grant from the
     AHRC, the published music in the Prokofiev Archive and Centre for Russian
     Music collections was catalogued and cataloguing of a newly acquired collection
     of keyboard scores is continuing. An archive management system, CALM 2000,
     has been acquired and catalogue records are being transferred from existing
     Access databases in order to make them available via the web. Following a
     successful launch event for the Women’s Art Library/Make, use more than
     doubled in the current academic year.

229. An institutional repository, Goldsmiths Research Online, has been set up as part
     of the SHERPA-LEAP project. It currently contains about 100 items and is being
     accessed about 1500 times a month. The Library is a partner in the SHERPA-
     DP2, JISC-funded project to investigate the inclusion of non-traditional research
     outputs.

230. To improve communication with users, a new student handbook was issued last
     year and a handbook for academic staff is currently being produced. A project is


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Critical Self-Analysis, Goldsmiths, University of London



       currently under way to improve the navigation as well as the contents of the
       library web site.

Teaching accommodation

231. The College's buildings are concentrated in a relatively compact area within New
     Cross, and are of a wide range of types dating from the mid-nineteenth century
     onwards. While this gives a more stimulating working environment than most
     higher education institutions enjoy, the practical problems arising from a
     historically diverse estate, which is not purpose-built, are significant. Poor quality
     teaching accommodation has been raised as an issue by students through
     programme monitoring over the years and by some External Examiners and the
     problems are recognised by the College. In the past two years, a high priority has
     been placed on funding backlog maintenance work of the older buildings. A major
     review of Estates took place during 2005-06 and significant managerial and
     strategic changes have since been made.

232. The College's most significant recent building project is the Ben Pimlott Building,
     designed by Alsops and opened in 2005. The facilities include a combination of
     new studio and lab spaces designed to facilitate creative interactions between
     the visual arts, psychology and computing. This has become a landmark multi-
     purpose building and has released teaching accommodation in the main Richard
     Hoggart Building, which has been refurbished to provide another lecture theatre
     and general teaching and seminar spaces. In autumn 2006, a new building
     providing much-needed accommodation for Media and Communications was
     opened.

233. The estate will benefit from three major developments over the next three years.
     Grants totalling £6.3m from the Science Research Investment Fund and
     HEFCE’s project capital funding will enable investment in the College’s
     Whitehead Building and the replacement of temporary accommodation with a
     second large new building for Autumn 2009 to house staff and students of the
     highly rated Department of Media and Communications and enable the
     development of critical creative research and practice. The development of a
     modern residences block to complement existing student housing on campus will
     provide the opportunity for rationalisation of the College’s residences provision.
     The College has ambitious plans in many areas – which include the creative
     industries, research activity and diverse student recruitment – and it will be
     seeking to exploit the opportunities for new buildings and refurbishment of the
     estate to deliver on these objectives.

234. Under the new committee structure, the Estates Committee is responsible for
     strategic planning and policy in relation to the College estate, making
     recommendations to Finance and Resources Committee and Council, as
     appropriate and for monitoring the delivery of the strategy. The Space Allocation
     Sub-Committee makes decisions on matters concerning the allocation of
     accommodation in the College referred to it by the Head of Estates and Facilities.
     As part of the risk-based approach and as a result of the Estates Review, reviews
     of Minor Works and Space Utilisation were carried out in 2006-2007 by the
     Internal Auditors and a Masterplan for the whole College estate is being drawn
     up in autumn 2007 with external consultants.

235. Issues concerning teaching accommodation can be raised and discussed at
     Learning and Teaching Quality Committee, arising from student feedback
     through programme monitoring and periodic review. Any issues should first be


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Critical Self-Analysis, Goldsmiths, University of London



       dealt with at Departmental level by liaising with the Estates Office. However, the
       Quality and Governance Office monitors via the programme monitoring database
       those teaching accommodation issues raised in undergraduate and postgraduate
       programme-monitoring meetings that are unresolved and contacts Estates for a
       response. These responses and reports on action taken or planned are fed back
       to the departments concerned, who report back to students. An annual report on
       this is also made to the Learning and Teaching Quality Committee. Resources
       required for teaching are reviewed and established at programme and
       department level via the annual departmental Plans, which will then be reviewed
       as a whole in the planning process.

236. The Estates Department administers the general teaching rooms held within a
     bookable pool, amounting to 70 rooms in total and ranging from a 290-seater,
     tiered lecture theatre through to seminar rooms catering for 15 to 20 people. All
     are fitted with a range of aids and equipment depending on the size and location.
     Estates reviews on an annual basis the standard of the accommodation
     (decoration, lighting, flooring, seating and board systems) in conjunction with
     Media Resources Centre.


Supporting the student experience

237. Goldsmiths’ recognises that there is no one student experience, but rather
     multiple individual experiences reflecting student backgrounds and identities.
     Students create their own route through the Goldsmiths environment and access
     support services and learning opportunities in many different ways. As
     Goldsmiths has a range of students, from pre-degree to postgraduate
     programmes, it has to respond to a variety of needs and expectations in order to
     provide all its students with a range of opportunities to access a rewarding
     student experience.

238. During 2006-07, arising from the work on the College Strategy, a new Student
     Experience Strategy is in the process of development, under the auspices of the
     Pro-Warden (Students and Learning Development) and the Student Committee,
     which acknowledges the multiplicity of student experiences and supports the
     entitlement of all students to a transformative experience, rich in diversity,
     intellectual and creative growth and personal development. The Student
     Experience Strategy is intended to be complementary to the Learning, Teaching
     and Assessment Strategy.

239. The Strategy is underpinned by a commitment to listening to the student voice,
     understanding the needs of students and to providing a cohesive academic,
     pastoral, and social framework, which supports students in their journeys from
     pre-application to post-graduation. The College seeks to support all students
     regardless of background to achieve their academic and personal potential
     through:

                 offering a student-centred approach to service delivery;
                 maintaining and developing an environment rich in diversity for
                  intellectual, creative and personal growth;
                 providing a range of high quality professional support services;
                 articulating and supporting the needs and the responsibilities of
                  students.




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Critical Self-Analysis, Goldsmiths, University of London



240. The Strategy seeks to view the range of services provided to students from
     application to graduation in an integrated way and sets out implementation plans
     with targets for each service to be monitored by the Student Committee and the
     Offices involved.

Student recruitment and admission

241. The main aim of the College’s admissions procedures is to select appropriately
     qualified applicants who show the potential to benefit from the programme and
     successfully achieve the standards required for the award; to satisfy the various
     admissions targets the College sets itself, and to provide a supportive and
     efficient student-friendly service to all potential and actual applicants.

242. The College’s Recruitment and Admissions Policy covers the general principles
     that underpin the admission of both undergraduate and postgraduate students
     and aims to ensure the fair assessment of applications and the promotion of
     professional standards for both academic and administrative admissions
     practitioners. The procedures are designed to be fair, easily understood by
     candidates, transparent and applied consistently across the College, taking
     account of the relevant section of the QAA Code of Practice. Applicants’
     satisfaction with the implementation of these policies and procedures are
     measured regularly through student-entry surveys and through the careful
     monitoring of applicants’ correspondence and complaints.

243. The College recognises that individual subject areas may have different needs.
     For example, Art Psychotherapy, Dance Movement Therapy, Social Work,
     Teacher Training and Youth Work programmes must consider professional and
     fitness-to-practise issues; the Departments of Design and Visual Arts are
     concerned with creative ability, while Music may wish to consider performance
     ability. Some departments find themselves selecting students from a high number
     of applicants (in some cases, up to 32 applications per place, as was the case
     with BA Social Work for 2006 entry), while others find themselves with fewer
     applicants. Departments are therefore free to exercise flexibility within the overall
     constraints of the College’s Recruitment and Admissions Policy.

Widening participation
244. The College has and encourages a diverse population of students and in terms of
     the HEFCE benchmarks is successful in attracting non-traditional students. Its
     OFFA submission in 2006 set out a generous bursary scheme that has been fully
     taken up. The Pro-Warden (Students and Learning Development) is responsible
     for the direction and integration of the College’s Widening Participation policy
     with its key strategic aims and plans. These are set out in the Access Agreement
     submitted to the Office for Fair Access in 2006. Taking account of the experience
     so far of the new fee regime, the College’s strategic approach to Widening
     Participation is currently under revision.

245. The Widening Participation Coordinator leads a dedicated office section working
     within the Registry and reporting to the Pro-Warden to coordinate projects to
     promote access to higher education from schools and groups that are
     traditionally underrepresented. The section supports departments that are
     developing widening participation activities and develops links with local schools
     and colleges and other relevant outside agencies. All departments have a
     Departmental Access and Recruitment Tutor (DART) who has specific
     responsibility for access and outreach activities and DARTs meet regularly with
     the Widening Participation Coordinator.


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Critical Self-Analysis, Goldsmiths, University of London




246. The College is an active partner in several local and regional projects to promote
     higher education in schools, such as Aspire Aimhigher: for example, running an
     annual Higher Education Summer School attended by Year 10 and 11 students
     from across the London region. The Goldsmiths’ Big Draw, part of the national
     UK-wide event, supported by Aspire, involved PGCE Art and Design students
     and was highly commended in the Drawing Inspiration Awards. Goldsmiths was
     also the lead partner in a successful bid to the TDA for a 65-place Student
     Associate Scheme and was part of another successful bid to the (then) DfES for
     the Gateway to the Professions initiative designed to raise awareness of routes
     into Further and Higher Education and employment.

247. Goldsmiths is a full member of the South-East London Lifelong Learning Network
     as well as the LLN ‘Creative Way’, based in the Thames Gateway area and has
     been particularly successful in gaining Additional Student Numbers to promote
     access in creative subjects. Another success has been the Open Book project
     designed to attract ‘hard to reach’ students with a history of addiction, mental
     health problems or ex-offenders.

248. The Department of Professional and Community Education provides several
     access routes into degree study at the College, including four-year integrated
     degrees in six major subject areas as well as part-time and evening provision that
     is accredited by the London Open College Network as Access to Higher
     Education.

Information for applicants
249. Goldsmiths' wide range of publications aims to offer prospective students clear
      and appropriate information to enable them to make informed choices about their
      study options. The prospectuses are supplemented by individual departmental
      booklets, which give detailed information on programme content, course options,
      assessment, and support issues. Other additional information includes booklets
      on funding for undergraduate and postgraduate students, and a guide for new
      international students.

250. Because of the diversity of experiences and backgrounds of prospective
     students, it is important to communicate clearly and effectively. The College’s
     publications use plain, concise language, and address readers directly in an
     informal, readable style - avoiding the use of jargon and the third person.
     Publications for international students are written bearing in mind that some of
     the readers may not speak English as their first language. Publications are
     available in printed format and on the web, and information in alternative formats
     can be supplied for people with a visual impairment.

251. Market research and evaluation by current students has enabled Goldsmiths to
     measure the effectiveness of its publications, and to identify areas for
     development. The 2006 Enrolment and Induction Survey revealed the positive
     impact that Goldsmiths' Undergraduate Prospectus has on students in
     comparison with the prospectuses of other universities: design, content and ease
     of use were all rated very favourably and Goldsmiths prospectuses regularly
     receive prestigious design awards.

252. The College recognises the important role that the website plays for applicants
     finding out about Goldsmiths and its courses. As part of the College’s rebranding,
     the website has been redesigned and relaunched to ensure that it presents a
     wealth of information in an attractive and easy-to-navigate format. The new


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Critical Self-Analysis, Goldsmiths, University of London



       content management system will further ensure applicants and students receive
       accurate and up-to-date information. The College’s website also enables
       prospective students to email requests for different prospectuses and recruitment
       literature, and to download copies of departmental booklets. Online application is
       due to be phased in during 2008.

Induction of new students
253. All incoming students are sent an information pack covering all aspects of their
     entry to the College. As well as information on enrolment, the Welcome Pack
     includes a copy of the Information for Students handbook, which summarises a
     wide variety of information, including assessment, accommodation, and health
     and welfare support. It also has links to web pages on the College’s web site,
     which includes details of the College’s General Regulations. The Welcome Pack
     also includes details about enrolling with the College, information on the student’s
     academic department, and on the Student Health Service and Students’ Union.

254. A welcome web page for new students provides guidance and information to help
     them before they arrive and once they are here. This is also supplemented by a
     Welcome Leaflet, which is widely distributed to departments and at enrolment
     and induction; again the aim of this is to ensure that students feel welcome and
     know where to go for specific help and support.

255. There is a formal programme of activities for introductory week, includes student-
     led campus tours, library tours, departmental registration, welcome speeches
     from the Warden and the Students’ Union, and other activities. Student
     experience of their pre-arrival and initial weeks at Goldsmiths is measured
     through an annual new Enrolment and Induction Survey, which was introduced in
     2006. Students are invited to give feedback on a range of interventions and
     propose ways for improvement which then inform strategic and operational plans.

256. The Students’ Union plays a major part in providing pre-arrival information and in
     the delivery of a range of activities during introductory week and has a valuable
     role in helping students to feel at home at Goldsmiths. The Union organises
     various social activities during this period, including the Freshers' Fayre and will,
     in summer 2007, pilot a ‘Pre-enrolment’ project that seeks to welcome and
     orientate new students remotely throughout the summer prior to arrival. As well
     as College-level activities, departments organise introductory social and
     academic events.

257. The Student Recruitment and International Office team organises receptions and
     introductory arrangements for new international and External students and
     supports them throughout their time at Goldsmiths, by offering a one-stop shop
     for student advice and information. The College subscribes to the UKCOSA/AISA
     Code of Ethics and the British Council Education Counselling Service Code of
     Professional Standards and Ethics for advising international students.

Academic support and guidance

258. In addition to the academic support for the student provided by the tutor on the
     course they are studying, there are other important sources of support to help
     them to progress through and complete their programme of study successfully.

Personal Tutors
259. Each student is allocated a Personal Tutor, who acts as a point of contact for
     matters of concern relating to both academic and pastoral issues. Personal


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Critical Self-Analysis, Goldsmiths, University of London



       Tutors advertise their office hours and are encouraged to see their students on a
       regular basis throughout the year. Department heads are responsible for
       designating staff as Personal Tutors and allocating individual students to them.
       Personal Tutors have the primary role for monitoring academic progress on an
       individual basis. Departments are required to monitor attendance and report on
       those absent without authorisation for more than four weeks. Attendance at
       classes, lectures and tutorials is compulsory and the monitoring of attendance
       helps to identify where students may need help.

260. Following the recommendations of a Working Party, Personal Tutoring
     Guidelines were revised for 2005-06 to establish a baseline of provision for
     Departments to meet in providing this support to students. This was introduced in
     conjunction with Personal Development Planning. PDP was developed to
     encourage students to reflect, review and take responsibility of their own learning
     performance and to plan for their personal, educational and career development.
     A programme of staff development was put in place to ensure that Personal
     Tutors were trained to support Personal Development Planning. In conjunction
     with the Students Union, PDP has been relaunched in 2006-07 online as 3D
     Grad, which encourages students to think holistically about their opportunities for
     learning and personal development and to demonstrate the acquisition of
     transferable skills, including those to enhance employability.

Senior Tutors
261. Senior Tutors have a key pastoral role and oversee welfare support within the
     department. They take referrals from colleagues, counsel students who are
     considering withdrawing from their programme, support disabled students
     applying for examination concessions and act as a point of contact for central
     welfare services. New Senior Tutors undergo training at the beginning of the
     academic session. Senior Tutors are part of the wider Student Support Forum
     that meets once a term and shares a mail list for on going discussions on matters
     of student welfare.

Students’ Union Advice Service
262. The Students' Union advice service was developed to complement the roles of
     Personal and Senior Tutors and act as a further point of referral for students. The
     Advice Service offers independent, professional advice to students on all course-
     related problems and any issues that fall outside the Students' Union's remit are
     referred on to the most appropriate service.

Progression and retention

263. Retention is an important aspect of the College’s Learning, Teaching and
     Assessment Strategy. Particular objectives include closer monitoring of retention
     rates at departmental and programme level, continuing to develop student
     support arrangements, providing enhanced levels of investment in services
     particularly relevant to under-represented categories of students including
     nursery facilities and counselling, and to further develop learning and teaching
     support for students from diverse backgrounds, including those from under-
     represented groups.

264. Goldsmiths consistently performs well in relation to the benchmarks set for it by
     HEFCE for student retention. However, it is nevertheless important to encourage
     and support students in progressing as far as they are able and wish to go. It is
     important to establish whether particular groups of students are vulnerable to



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Critical Self-Analysis, Goldsmiths, University of London



       withdrawal, which might be avoided by changes to recruitment procedures,
       increased academic or pastoral support or changes in curriculum design.

265. During 2005-06, a Retention and Progression Working Party met to address
     issues of retention and progression at Goldsmiths, analysing College withdrawal
     data between 2001-02 and 2004-05. Despite some inconsistencies in the data, it
     was possible to draw several general and useful conclusions. The experience of
     Goldsmiths reflects a trend with the HE sector that most first-year withdrawals
     occur during the first term. A substantial number of withdrawals are students who
     have failed to enrol or attend at all and so little is known about the reasons why
     an absence was converted into permanent withdrawal.

266. The processes of enrolment and induction have been changed and improved as
     a result through the Enrolment Working Party and this is being monitored
     annually through a regular survey of students in their first term. Progression and
     retention issues are being addressed as appropriate in the Learning, Teaching
     and Assessment and the Student Experience Strategies.

267. The College recognises that it needs to do more systematic analysis on student
     withdrawals, both departmentally and centrally. In relation to more general
     trends, departments receive student data on admission, retention, progression
     and completion to comment on in their Annual Programme Review. The use of
     this data by Departmental Learning and Teaching Committees is under
     consideration and will be an important part of the planned review during 2007-08.
     The definition of the user requirements for a new student record system will need
     to take account of the need for regular and accessible management information
     in this area.

Student Support Services

268. As set out in the Student Experience Strategy, the College is developing an
     integrated approach across all support services for service delivery and aims,
     over time, to relocate all student-facing support areas to one physical
     geographical location to enhance access to the full range of professional support
     services.

269. Student Support Services comprises a range of services coordinated by the
     Head of Student Support Services, reporting to the Pro-Warden (Students and
     Learning Development): Counselling, Chaplaincy, Disability Support, Student
     Funding and Information, Bursaries and Scholarships, the Nursery. These work
     closely with Departments to provide support to students in order to enable them
     to make the most of their learning opportunities and experience at the College. In
     addition there are specialist services such as the Careers Service, Medical
     Centre and Language Studies Centre.
,
270. The wider College Student Support Network, relaunched in early 2007 advises
     departments about the services on offer and encourages Senior Tutors to refer
     students as appropriate, and is an important means of gaining feedback from
     users.

271. The Student Funding and Information Office is a central point of contact for all the
     specialist support services and can offer students advice on practical non-
     academic and general welfare issues that are a major concern for students as
     well as administering government, college and other discretionary funds.



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Critical Self-Analysis, Goldsmiths, University of London



272. Information and guidance on support services is communicated to staff and
     students through inductions, Departmental Student Handbooks and via a portal
     on the College website, as well as in individual service publications, Open Days
     and visits to individual departments.

273. Each service has its own feedback and review mechanism to measure service
     effectiveness and the College undertakes periodic service reviews as appropriate
     (the Nursery and Medical Centre were both reviewed during 2006).

274. Student Support Services is currently being assessed for Matrix accreditation.
     Matrix is a quality standard designed to inform a service’s ongoing development
     and improvement by drawing on established good practice. Meeting this standard
     will assist with the implementation of the equal opportunity action plans and the
     Student Experience Strategy.

Support for students with a disability
275. The College employs a full time Disability Co-ordinator who has oversight of the
     systems to support applicants and students of the College with Specific Learning
     Difficulties and Disabilities and annually assists in the review of Admissions and
     Examinations procedures. Good practice guidelines have been produced to
     advise on compliance with the Disability Duty for students with Specific Learning
     Difficulties and Disabilities.

276. The Assistive Technology Centre provided by IT Services is equipped with a
     variety of assistive technologies to enable disabled students to access their
     learning and this is being developed and extended to provide services to all
     students.

277. Currently the biggest single group of students with a disability is dyslexic
     students. The Languages Studies Centre provides a screening service, staff
     training and support for students who are not eligible for funding to pay for one-
     to-one tuition. Colleges nationally are seeing an increase in the numbers of
     students with Mental Health difficulties – both diagnosed and emergent. The
     College Counselling Service and the Medical Centre both offer counselling
     services and collaborate to seek creative ways to use the available resources to
     meet demand.

278. Key to supporting the needs of disabled students is gathering information at the
     earliest opportunity in order to make support available. The Recruitment and
     Admissions Office has long-established procedures, developed and annually
     reviewed in consolation with the Disability Office. Entry decisions are made on
     academic grounds alone and support needs that are raised are discussed with
     relevant colleagues. Admissions Tutors are issued with guidance on how to
     process applications from disabled students which is supplemented by training at
     the autumn Admissions Tutors meeting. Applicants are consulted with and kept
     informed of the progress of their application. Disabled students are given the
     opportunity to visit the College and meet with the Disability Co-ordinator to
     discuss their needs.

Language Studies Centre
279. The Language Studies Centre offers courses to develop study skills and
     language support, particularly in writing academic English. The Centre also
     provides specialist help for students with dyslexia and by arrangement can
     provide subject-specific learning support. It also offers advice and resources for
     independent study.


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Critical Self-Analysis, Goldsmiths, University of London




Careers service and employability
280. The Careers Service at Goldsmiths is part of The Careers Group, University of
     London, and the biggest HE Careers Service in Europe. The Careers
     Programme delivered at the College is tailor-made to meet the specific
     specialist needs and aspirations of Goldsmiths’ students, including advising
     those wanting to become practitioners in creative fields or those planning to
     start their own business. Students can also take advantage of the many wider
     services provided by the central university through The Careers Group, such as
     regular Graduate Recruitment Fairs (involving over 100 leading employers) and
     specialist occupationally related courses. As part of The Careers Group, the
     Goldsmiths Careers Service has recently been successfully re-accredited
     under the Matrix Quality Standard, the national quality benchmark for
     information, advice and guidance services.

281. Enabling Goldsmiths graduates to maximise their employability is an important
     element of the College’s Strategic Aims and is central to the Careers Service
     mission. Throughout their time here, students are encouraged to be
     enterprising and resourceful, and through both academic and non-academic
     activities, to develop skills to secure appropriate employment, effectively
     manage their career and maintain lifetime job satisfaction. The 3D Graduate
     initiative plays an important part in this. As has been noted elsewhere, with
     contributions and involvement from a number of departments across the
     College, it aims to help students identify and evidence attributes that are
     characteristic of the Goldsmiths learning experience. In doing so, the initiative
     provides an excellent example of cross-College collaboration designed to
     enhance the employability of Goldsmiths graduates.

282. The Careers Service offers a number of electronic job vacancy services -
     JobShop(for part-time work), Job Online(full-time career opportunities) and the
     new International Job Online provide details which, in the main, are currently
     generated centrally from The Careers Group but which are also enhanced with
     opportunities notified exclusively to Goldsmiths. These College-specific jobs
     will be further increased with the recent appointment of a JobShop Coordinator
     who will provide a one-stop-shop for part-time work opportunities. As well as
     the considerable financial advantages this will bring, students will also be able
     to use these opportunities to develop their wider skills base and enhance their
     overall employability

283. Working closely with the Development Office, the Careers Service is building
     up a database of Goldsmiths alumni who are willing to talk with current
     students who aspire to work in their occupational field. This database has
     already proved particularly useful when inviting speakers to take part in the
     various specialist Careers Forums organised throughout the year. In addition,
     alumni are asked if they might be prepared to act as a mentor to students who
     would otherwise be at a disadvantage in obtaining work in their chosen field.

284. Employers clearly value the unique nature of the Goldsmiths graduate. In the
     spring of 2007, for example, the Careers Service organised sessions for the
     BBC who had specifically targeted Goldsmiths students in their quest to recruit
     fresh talent for a major new multi-media project for teenagers. Aware of
     Goldsmiths’ strong reputation for cutting-edge creativity, the production team
     were keen to encourage them to apply for a whole range of exciting
     opportunities on offer and were so pleased with the initial response, they came
     back for a second visit a few weeks later.


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Critical Self-Analysis, Goldsmiths, University of London




285. Through the Careers Liaison Tutors’ Group, continual dialogue on employment-
     related issues is maintained between Departments and the Careers Service. It
     is envisaged that the new duties of Student Representatives will include a
     careers element and that they might perform a similar role as a conduit
     between the Careers Service and students. In addition, through other key
     committee involvement, the graduate labour market expertise of the Careers
     Service can inform College policy and practice.

286. In recent years, the Careers Service has provided an increasing number of
     services aimed at the specific needs of postgraduate students, including
     information leaflets and workshops bespoke for their purposes. In May 2007,
     the first PhD Careers Day was organised in conjunction with the Research
     Office and included elements such as a Speed Networking session involving
     PhD alumni sharing their post-Goldsmiths experiences.

287. Goldsmiths graduates, especially those from postgraduate courses, are
     successful in obtaining employment related to their degree subject but this is
     not always reflected in the published league tables, which base their findings
     on a limited sample and on a survey conducted only six months after
     graduation. There is much research evidence to show that students from
     creative courses in particular have always taken somewhat longer to establish
     themselves in their chosen field. A large percentage of Goldsmiths graduates
     go on to work for small- to medium-sized, often specialist, companies rather
     than large corporations, as well as in the public sector. In the coming academic
     year, an interactive version of the Destination of Leavers from Higher Education
     (DLHE) reports will be available and should ensure that the data collected in
     these surveys are more accessible, flexible and user-friendly in the future.

Support for International Students
288. In addition to the support and services offered to all students, there is a dedicated
     resource in the International Office, which provides advice and guidance for
     students to enable them to have a productive experience during their time at the
     College. The Student Finance and Information Office also has a dedicated
     member of staff to advise international students and these offices work closely
     with the Students’ Union. A recent project has been to promote the establishment
     of international student societies to provide support networks and raise
     awareness of the resources available.

289. The Language Studies Centre also offers language and study skills courses for
     international students preparing to embark on study at the College as well as
     Academic Literacy and Study Skills. From 2007, the College is subscribing to the
     International Student Barometer, which will survey students at key points in the
     year and analyse feedback to inform the development of targeted support to
     meet their needs.



Student complaints and appeals

290. It is recognised that, while appeals and complaints are made by a small minority
     of students, they are an important measure of the College’s customer service.
     The Registry has worked very closely with the Students’ Union to improve the
     complaints and appeals procedure and guidance to students. The complaints and
     appeals process is clearly set out in the General Regulations, to which students


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Critical Self-Analysis, Goldsmiths, University of London



       are referred in College and Departmental handbooks and the Students’ Union
       website also provides guidance on how to make a complaint or appeal. The
       College takes the view that complaints give valuable feedback to the College on
       ways to improve the student experience.

291. Student complaints and appeals are dealt with in the General Regulations. In
     both cases, students are urged to take advice or seek support from their
     Personal Tutor or the Students’ Union. Students wishing to make a complaint are
     asked in the first instance to raise the matter with the person concerned, or if this
     is not possible for some reason, with their Personal Tutor. If this does not
     resolve the matter, students are encouraged to approach their Head of
     Department (or the Departmental Senior Tutor if the complaint is about the Head)
     and only after this to enter the formal complaints procedure by writing to the
     Academic Registrar.

292. The Academic Registrar will investigate and provide the student with a response,
     or a progress report, within four weeks. If the complainant is not satisfied with
     this, they may write to the Pro-Warden (Academic), who will either make a
     decision or convene a Complaints Committee with student and academic staff
     representation, to make a determination on the complaint.

293. The regulations also inform students of their right to an appeal, and the grounds
     that are and are not acceptable, in plain and accessible English. As with
     complaints, students are strongly advised to seek advice before proceeding.
     Both the Students’ Union and the Academic Registrar have copies of the form
     that should be filled in within 21 working days of the publication of the results
     about which the student is appealing. Appeals submitted post-deadline are
     accepted at the discretion of the Academic Registrar.

294. The Students' Union Advice Centre also provides advice and guidance to
     students on making complaints and appeals, encouraging them where
     appropriate to resolve complaints through informal procedures. Students are also
     encouraged to use the Programme Monitoring representative system run by the
     Students' Union in partnership with the College to resolve issues first at
     Departmental level. Where complaints cannot be resolved at an informal level,
     the Advice Centre assists students in the formulation of formal complaints. On
     issues requiring representation the Union has four full-time sabbatical officers,
     including a Welfare and Academic Affairs President elected on an annual basis.

295. For both complaints and appeals, students are informed of the outcome in a
     ‘Completion of Procedure’ letter that will also contain all the information they will
     need to take their case to the Office of the Independent Adjudicator, should they
     so wish.

296. In June 2007, Academic Board approved amendments to the student complaints
     regulations to make it simpler and easier for a student to have a complaint dealt
     with. The emphasis is on resolving a complaint at local level whenever possible,
     and also to ensure that the complaint goes to the correct person. As such
     complaints have been divided into three sub headings: academic complaints;
     personal complaints and non-academic or non-personal complaints (e.g.
     complaints about the food in the canteen).

297. A new regulation on appeals, which sets out both the grounds for appeal and the
     processes available for the consideration of appeals, was approved in 2006-07;
     an application form has been devised which will be made widely available to


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       students. The Board noted that the most common basis for successful appeals is
       on the grounds of extenuating circumstances that students did not bring to the
       attention of the examiners in good time; as a consequence, procedures for the
       notification of such issues have been revised to emphasise yet more strongly the
       need for students to ensure that they submit any evidence of mitigating
       circumstances in a timely manner.

298. Academic Board receives an annual report on complaints and appeals. Data on
     complaints and appeals are monitored under the following headings: black and
     ethnic-minority students, mature students, female students and students with a
     disability. An issue of concern to the Board was that black and ethnic minority
     students were disproportionately represented amongst students making
     complaints and appeals and this was referred to the Equal Opportunities
     Committee. The latest figures for 2006-2007 indicate that this figure has now
     dropped back to the norm. However, it was noted that students with a disability
     were over-represented and this was being investigated.

299. The College regularly sends staff to OIA workshops and to other conferences
     relating to these issues and is confident that it adheres to the principles of
     openness and transparency as advocated by the OIA. Nonetheless it continues
     to strive to look to ways of improving communication with students on these
     matters.



E     RESEARCH DEGREE PROVISION

Research at Goldsmiths

300. With a world-class reputation for creativity and innovation, and a commitment to
     encouraging interdisciplinary collaboration, Goldsmiths provides researchers and
     research students with a unique intellectual environment in which to pursue their
     studies. Whilst benefiting from the wide-ranging resources of the University of
     London, Goldsmiths also offers all the advantages of a small, campus-based
     College. The College belongs to the prestigious 1994 Group of Research
     Universities and its consistently excellent performance is reflected in its RAE
     ratings. The College’s Research Strategy 2003–2008, published on the College
     website, is designed to recognise the excellence of what has been achieved over
     the past decade, and to build on these achievements to enhance Goldsmiths’
     international reputation and position in national and global markets, including the
     continued growth of research student provision.

301. The cultures of all Departments are founded on a commitment to research and
     research-led teaching. Students have the opportunity to participate in a lively
     research community through regular seminars and invited lectures, events and
     collaborations. The College and Departmental websites and email bulletins
     publicise these activities and a termly newsletter, Research Hallmark, gives
     details of research projects, grants, lectures, conferences, etc. It also includes a
     dedicated page on postgraduate research student activities and achievements.

302. The interdisciplinary and multidisciplinary nature of research at Goldsmiths
     provides a particularly rich and stimulating research environment for students
     who can experience encounters between leading international researchers
     forging new links between disciplines. Some of the more exciting developments


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       include the new Centre for Research Architecture, Goldsmiths Digital Studios in
       collaboration with BT Exact, Cambridge MIT and Hexagram (Canada) as well as
       the Centre for Arts and Learning.

303. Strategic leadership of and support for research is provided by the Pro-Warden
     (Research and Enterprise) and the Research Office. Attached to the Research
     Office, the Business Development Office integrates the College into the
     community and aims to bring together business and research interests. Central
     provision, including research training, for research students is now overseen by
     the new Graduate School, led by the Dean, an academic appointment.

304. As part of the University of London, the College can offer students a high-quality
     research environment and it attracts a wide range of research students from the
     UK, Europe and overseas. The College’s Research Strategy has seen the
     number of research postgraduates rising significantly over the past decade,
     reflecting this increase in research activity and the growth in the College’s
     research reputation.

305. The growth in the College’s research activity was notable when, in 2005 it
     attained third place in the Research Councils’ ranking of successful grant
     applications. Over the period 2002-2005, total Research Council income has
     grown by 38per cent.

306. Postgraduate research students are vital contributors to and a significant
     measure of the research environment. High on the College’s agenda is the
     continuing need to improve the experience of postgraduate research students
     during their time at Goldsmiths. There are 600 currently registered MPhil and
     PhD students at Goldsmiths. The number of research students admitted to the
     College grew by 30per cent in 2006 and approximately 80 students each year
     graduate. As in the College generally, the majority of research students are
     female and full-time, though there is a larger proportion of part-time and mature
     students.

Graduate School

307. In 2006, the College established a Graduate School with the aim of improving
     and enhancing the Goldsmiths experience for all postgraduate students. It
     provides a strong and supportive infrastructure for postgraduate students
     throughout the College, building on the excellent work of academic and support
     departments, by providing facilities and training for all research postgraduates
     and encouraging intellectual and social contact across disciplines.

308. The Graduate School is, in its initial phase, intended as a central College
     resource for research students, coordinating and enhancing existing good
     practice in research degree programmes across the College and developing the
     provision of central services and facilities for research students, including the
     College research-training programme. In the longer term, its scope will expand to
     include taught Masters students, having an overview of provision at this level and
     working with departments to enhance the educational experience and access to
     interdisciplinary networks of all postgraduate students.

309. Central to this vision is the Graduate School as an interdisciplinary space,
     encouraging students to have intellectual and social contact with each other,
     beyond individual academic departments. One of the first activities established by
     the Graduate School has been a series of fortnightly Interdisciplinary Seminars.


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Critical Self-Analysis, Goldsmiths, University of London



       These provide a forum for research students in the later stages of their period of
       study to present their work to an interdisciplinary audience.

310. Some students, particularly those who are part-time or who might have significant
     personal commitments, may find it difficult to participate fully in College life in real
     time and so a Virtual Graduate School is being developed through learn.gold,
     which is just as important as its physical manifestation. The Virtual Graduate
     School site will, once it is fully set up, allow students to take part in seminars,
     discussion groups and social forums, significantly enhancing their experience of
     postgraduate study at Goldsmiths. One of the first events on this will be a virtual
     conference on Research Methods across Disciplines.

311. The Virtual Graduate School on learn.gold will also be where students are able to
     access information about postgraduate training and funding, academic and social
     events, and support. The objective is to enhance interdisciplinarity, and help
     students to feel part of a wider community. It will have information on particular
     support for postgraduate students, such as language training for those whose
     first language is not English, and access to materials and resources at any time.

Research training
312. In 2004 the College introduced a Research Development Record for research
     students, as part of Personal Development Planning. At the start of a student’s
     research degree the supervisor leads the student in a training needs analysis.
     The needs identified are then met by attendance at College training courses,
     departmental seminars or participation in external training events. In 2005 this
     was broadened more significantly with workshops for new students in the first
     and second term, making material available on the College website, and
     providing individual introductions to the process.

313. The Research Office annually publishes a handbook of courses available for
     students (Research Skills and Methods for Postgraduate Research Students -
     College Generic Training Handbook). Attendance at some courses is obligatory
     for all students; other courses are optional and complementary to departmental
     provision. The courses cover a wide range of topics, and satisfy the criteria for
     ESRC recognition for the social science departments and for the AHRC in regard
     to humanities. Departments also provide their own training, tailored to particular
     disciplinary requirements. In addition, departments are expected to provide
     opportunities for research support including seminar presentations, and financial
     support for attendance at relevant conferences or professional events.

314. Many departments also provide opportunities for developing teaching skills, and
     this is supported by College-level training workshops and the opportunity of
     obtaining a postgraduate certificate (see below). As Visiting Tutors (VTs) they
     also receive departmental support, for example, the Department of Anthropology
     has a VT Convenor whose role it is to oversee their induction, the organization of
     their work and organise one workshop per term on an aspect of teaching as
     suggested by the VTs. PhD students who teach are also encouraged to
     participate in the Postgraduate Certificate in the Management of Learning and
     Teaching.

315. As part of the transition to the Graduate School, a thorough review of training and
     development opportunities for research students was undertaken, resulting in a
     reorganisation of existing offerings and the creation of a new course in Academic
     Practice. Coinciding with, and facilitating this, is the development of a Virtual
     Graduate School website. This allows for student engagement outside of the


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Critical Self-Analysis, Goldsmiths, University of London



       physical space, the building-up of a community of research students who are
       frequently unable to be present on campus, as well as the provision and support
       for a range of online training and interaction.

Quality assurance of research degrees

316. The College’s provision for research degrees was the subject of the QAA Special
     Review of Research Degree Programmes in 2006 and was judged to satisfy the
     requirements of the QAA Code of Practice in this area. The review team
     identified as elements of good practice the wide-ranging opportunities for student
     to present their work in the annual ‘Spring Review Week’, to attend seminars and
     to receive financial support for conference attendance.

317. While the award of research degrees is still formally the responsibility of the
     University of London, the College has a duty to ensure that College policies and
     procedures support research students to enable them effectively to progress to
     complete their PhD and that supervisors are properly inducted and monitored.

318. Standards for MPhil/PhD degrees are laid down by the Ordinances of the
     University of London. Ordinance 12, adopted by the College, establishes the
     criteria for programmes of study. In respect of research degrees of MPhil and
     PhD, the College, alongside most others in the University of London, operates
     College-based regulations for the admission and registration within the relevant
     requirements of Ordinances 12 and 15.

319. With regard to examinations, the College uses the federal machinery of the
     University of London for the conduct of MPhil and PhD examinations, as do the
     majority of institutes, schools and colleges within the University. The Dean of the
     Graduate School sits on the University of London Research Degrees Committee,
     which oversees postgraduate issues. It is likely though that the conduct of
     examinations will be devolved to individual Colleges in the future, and
     arrangements for these are being developed with the Registry.

320. The Graduate School Board, established from 2007, replaces the College
     Postgraduate Research Committee. It advises the Academic Board, via Learning
     and Teaching Quality Committee, on quality assurance and regulatory issues in
     relation to postgraduate research students, monitors and develops policy in this
     respect and oversees the implementation of policies by Departments. Its
     membership consists of representatives of Departmental discipline-groupings
     who are appointed on the basis of their expertise and experience in the
     supervision and management of postgraduate students. Research on
     Departmental Postgraduate/Research Committees and Departmental Boards.

321. The Graduate School Board is charged with the continued development of the
     College’s Code of Practice for Postgraduate Research Students. The aim of this
     Code is to make the responsibilities of students, staff and departments more
     clearly explicit and to strengthen arrangements for supervision and progress
     monitoring. As a result an enhanced set of monitoring arrangements are in place,
     these being overseen by the Departments and the Graduate School Office, and
     reported annually to the Board.

322. The College’s Code of Practice for Postgraduate Research Students sets out the
     core responsibilities of the students, supervisor, Head of Department and
     Departmental Postgraduate/Research Committee, as well as setting out the
     College’s policy from registration through to submission. This supplements the


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Critical Self-Analysis, Goldsmiths, University of London



       College’s Regulations for Postgraduate Research Students which itself
       incorporates the central aspects of the College Code of Practice into the
       College’s regulatory framework. The College Code was initially developed in
       1999, was revised in 2001 in the light of the publication of section 10 of the
       QAA’s Code of Practice and is annually reviewed and revised. It is a key
       document and all students are given a copy when they first register.

323. The aim of the College Code is to ensure that all parties are fully aware of the
     role that they will play, and the responsibilities that they have, to ensure the
     successful completion of the research programme. The College Code stipulates,
     for example, that the Department is responsible for ensuring that students are
     only admitted onto a research programme if there is suitable supervision and the
     necessary facilities, and for ensuring that a suitable research topic is agreed. A
     first term report, monitored by the Graduate School Office, verifies that this
     responsibility is being met.

324. Following the QAA Special Review of Research Degree Programmes, the
     College recognised that there was a need to encapsulate regulations and policy
     into a single document for staff involved in the supervision of research students
     and to provide guidance on good practice. To this end, it is producing a
     Handbook for supervisors, which will be sent out to all academic staff. By means
     of the Handbook, it is hoped that the policy and regulatory framework for
     postgraduate research degrees will be more widely known and accessible.

325. At the local level, monitoring of postgraduate student progression and related
     issues is undertaken by the Departmental Postgraduate Research Committee.
     These committees are responsible for receiving and reviewing reports from
     supervisors, for agreeing departmental procedures and policies, and
     implementing policies agreed at College level by the Graduate School Board.

326. Progress is monitored after the first three months in the first year for full-time
     students, then every year thereafter. The College is actively introducing
     monitoring at six-monthly periods, following the good practice existing in a
     number of departments. Transfer from MPhil to PhD involves the student
     producing a substantial report, draft chapters or other pieces of work appropriate
     to the discipline, along with a research schedule, a clear research question and
     evidence of a clear methodology, set of research procedures or framework of
     inquiry and a formal meeting to assess the submitted work. The key principle for
     upgrading is that the student is well on course to produce research of the
     required standard within the permitted timetable. All full-time students will
     normally transfer from MPhil to PhD status by the end of the second year (pro
     rata for part-time students).

327. The Graduate School Board retains an overview of activity within Departments by
     means of an annual reporting process. The reports from each department, which
     allow for student, staff and departmental feedback, are analysed by the Chair and
     Secretary of the Board. An overview is prepared and this is reported to the
     Board. The overall pass rate of PhD student compares well with other colleges of
     the University of London; only approximately 5per cent of students each year are
     referred in their PhD examination and are invited to resubmit within 18 months.

328. With the establishment of the Graduate School, and following the QAA Special
     Review, a number of developments have taken place. Supervisory and
     monitoring frameworks and training requirements have increased in line with
     national policy developments and with quality assurance requirements.


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Critical Self-Analysis, Goldsmiths, University of London



       Enhancing support for supervisors is a priority, through the production of a
       Handbook for Supervisors, and through other ongoing support opportunities. The
       Graduate School has created a database of supervisory loads and the Board
       receives an annual report.

329. Additional monitoring procedures, in the second term, for first-year students,
     have been introduced where an early concern has been identified. The Graduate
     School Board continues to receive a summary of annual progress reports for
     students, a report on students who have been placed on probation, as well as a
     digest of PhD examiner reports. Examiners’ reports are forwarded to Learning
     and Teaching Quality Committee, along with submission and completion rates.
     In order to improve completion rates, a policy of systematically reminding
     students of their expected date of completion has also been introduced.

330. As mentioned above, the University of London has agreed to devolve much of its
     responsibilities for examinations and appeals to the individual Colleges and
     appropriate policies and procedures for research students will be put in place, as
     they are for undergraduate and taught postgraduate students. The College will be
     in a position to exercise greater control over the processes and procedures at all
     stages of leading up to the PhD examination (appointment of Examiners,
     independent chairperson, etc) and in dealing with its outcome (to include
     appeals).



CONCLUSION

Goldsmiths College has been exercising almost all the functions of a university with
degree-awarding powers for many years: the few that are still the responsibility of the
central University of London are likely to be devolved. The new governance
arrangements for the University allow for a voluntary federation of largely autonomous
institutions, each contributing to the quality and standards of the highly regarded
University of London award, as well as pursuing its own unique mission. Conferring
upon the College the power to award its own degrees in this context, will enhance its
potential to do this at the same time as recognising its present capabilities.




Goldsmiths
University of London
August 2007




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Critical Self-Analysis, Goldsmiths, University of London




APPENDIX 1 LIST OF KEY DOCUMENTS
GOVERNANCE AND MANAGEMENT
1. College Charter, Statutes and Ordinances
2. University of London Ordinances and Statutes
3. Committee structure: terms of reference and membership
4. Committee Handbook
5. College Strategy
6. Strategic Plan
7. Strategies:
       Learning, Teaching and Assessment
       Research
       Student Experience
       Financial
       Estates
       Human Resources
8. Implementation plans (example)
9. Departmental Plans (example)
10. Planning Guidance
11. Annual Report and Financial Statement
12. College Policies
13. Human Resources policies and procedures

REGULATIONS AND QUALITY ASSURANCE
14. General Regulations
15. Programme Regulations:
       Regulations for Undergraduate Students
       Regulations for Postgraduate Taught Students
       Regulations for Postgraduate Research Students
16. Assessment Regulations
17. Regulations for External and Intercollegiate Examiners
18. Registry Directory
19. Quality Handbook
20. Annual Programme Review Report (example)
21. Periodic Programme/Departmental Review Report (example)
22. Digest of External Examiners’ Reports (example)

RESEARCH DEGREE PROVISION
23. College’s submission to the QAA Special Review of Research Degree Programmes
24. Code of Practice for Postgraduate Research Students
25. Research Skills and Methods for Postgraduate Research Students - College Generic
    Training Handbook
26. Research Hallmark
27. Graduate School – online information

INFORMATION FOR STUDENTS AND STAFF
28. Undergraduate Prospectus
29. Postgraduate Prospectus
30. Information for Students
31. Welcome information
32. Departmental Handbook (example)
33. Assessment Handbook
34. Student Hallmark
35. Student.gold
36. Learn.gold
37. Learning and Teaching - online resource
38. 3D Graduate
39. Staff.gold
40. Staff Hallmark



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DOCUMENT INFO